Abstract

In order to improve and develop confidence in their speaking and listening proficiency, students need regular opportunities to speak with other learners and listen to a wide variety of listening content. With large university classes it is difficult for the teacher to monitor students’ practice and promote student oral interaction outside of the classroom. Self-access listening and talking journals can give the students a range of listening and speaking options and allow the teacher to check students’ practice and comprehension. Video forums can help motivate students and build their confidence by increasing their oral L2 production and extend peer support and feedback beyond the classroom. This paper reports the results of a three-year study at Nagasaki University concerning the impact of expanded self-access listening, talking journals and video forums on improving student oral L2 production, motivation and confidence.

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