The effects of language exchange via videoconferencing on comprehensibility and intelligibility as perceived by native English speakers

Abstract

This paper discusses the impact of videoconferencing language exchanges on the comprehensibility and intelligibility of B1-level English students learning in the context of English as a foreign language (EFL) at a university in Ecuador. The study utilizes a quantitative experimental approach, involving thirty-five B1-level English students across four classes and two instructors. Students of the experimental group experienced online language exchanges via videoconferencing for 12 weeks whereas the control group was assigned an alternative speaking and listening activity. A pre- and post-test were implemented to collect data about students' performance in comprehensibility and intelligibility, as evaluated by volunteer native speakers. The results revealed a 1% increase comprehensibility for the experimental group over the control group, and a higher increase in intelligibility in the control group over the experimental group. Overall, the study concludes that external factors such as a high mortality rate of participants and students' low motivation likely influenced these outcomes. A notable takeaway is that the experimental group’s comprehensibility didn’t appear to be as affected by external pressures as the control group’s results in this area. Further refinement in the design and implementation of online language exchanges is necessary to maximize their effectiveness.