This study adds to the literature on computer-mediated communication (CMC) by examining the impact of online voice recording (VR) activities and peer-to-peer videoconferencing (VC) conversations on the development of beginning Spanish learners’ speaking performance. Specifically, this paper explores (1) whether VR and VC activities promote oral proficiency, and if so, whether those gains can be seen both in presentational and interpersonal modes of communication; and (2) whether VR and VC activities foster oral proficiency in similar ways to face-to-face (F2F) communication. A quasi-experimental, pre-/post-test design was used in the study. Three sections of a first semester Spanish course were assigned to one of the following conditions: F2F, VR, and VC. Complexity, accuracy, and fluency measures were used to analyze learners’ speaking performance in the two tasks. A mixed effects model analysis was used to investigate differences across time as well as among groups. Results show that both F2F communication and VR activities promote complexity and fluency in presentational tasks and fluency in interpersonal tasks, although F2F produces superior results regarding complexity in presentational tasks. VC activities promote complexity and fluency in presentational tasks and complexity, accuracy, and fluency in interpersonal tasks. Overall, this study shows that medium is not merely a delivery device but has important implications for learning outcomes. In this sense, these findings contribute to answering the wider question of how the use of technology in second language instruction plays a decisive role in current teaching practices.

中文翻译：

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在西班牙语低级课程中发展口语交流：录音和视频会议活动的案例

本研究通过检查在线录音 (VR) 活动和点对点视频会议 (VC) 对话对初级西班牙语学习者口语表现发展的影响，增加了关于计算机媒介交流 (CMC) 的文献。具体而言，本文探讨了（1）VR 和 VC 活动是否能促进口语能力，如果是，这些收益是否可以在表达和人际交流模式中看到；(2) VR 和 VC 活动是否以类似于面对面 (F2F) 交流的方式培养口语能力。研究中使用了准实验性的前/后测试设计。第一学期西班牙语课程的三个部分被分配到以下条件之一：F2F、VR 和 VC。复杂性、准确性、和流利度测量用于分析学习者在两项任务中的口语表现。混合效应模型分析用于研究跨时间以及组间的差异。结果表明，F2F 通信和 VR 活动都提高了演示任务的复杂性和流畅度以及人际任务的流畅度，尽管 F2F 在演示任务的复杂性方面产生了更好的结果。VC 活动促进了表达任务的复杂性和流畅性以及人际关系任务的复杂性、准确性和流畅性。总体而言，这项研究表明，媒介不仅是一种传递工具，而且对学习成果具有重要意义。在这个意义上说，