The data were analyzed using qualitative methods. Data collection included video-conference transcripts, field notes, and students’ journals. The pedagogical interventions in the study consisted of six Skype video-conferences between a teacher-researcher and the four participants. Theoretical constructs such the use of Skype in EFL, computer-mediated communication (CMC), social networking, cooperative learning, and oral production in CMC were taken into account. Participants included four students from the first level of English with a basic command of the language. This article was conducted as part of the final thesis in the master’s degree program in English Didactics from Universidad Surcolombiana, and which aimed at exploring the impact of using Skype as a complementary tool to foster oral production in a group of university students in Neiva, Colombia. The lack of opportunities, time, and spaces to use the language both inside and outside the classroom to interact with others makes the situation even more challenging. Nonetheless, the most significant result is students' loyalty to the Skype system, even if they are no longer rewarded for their participation.Įnglish teachers frequently find students with a low level of oral proficiency but with a strong desire to put the language they are learning into practice. This research is very useful to diagnose the best type of tutorial to be developed in the future with English as a foreign language students (EFL), which is via Skype, as voluntary F-F tutorials do not seem to enhance learning. According to the working hypotheses, participation in the F-F tutorial was poor, with a greater participation in the group with tutorials via Skype that received extra credit.

The only difference was that this group no longer received credit for its participation in tutorials via Skype.

The study also compared the data with those belonging to a group of English Language II students (the English Language I group that had received additional credit).

This study compared the participation of three groups of English Language I students randomly assigned to face-to-face (F-F) tutorials or distance tutorials with Skype (with or without additional credit). The study used Skype, a tool with great potential for enhancing oral skills in foreign languages (Coburn, 2010 Eaton, 2010a, 2010b Motlik, Nolletti and Vlamakis, 2012 Rimando, 2011 Tsukumato, Nuspliger and Senzaki, 2009 Yang and Chang, 2008). The primary objective of this research is to check how to best encourage students to participate in tutorials.

Teach english online skype