1. Interactive Patterns in an English Audio-Video Speaking Class
in CALL Environments
Part A:
The research article, Interactive Patterns in an English Audio-Video Speaking Class in CALL
Environments (2009) by Zhihong Lu, Ping Li and Peifeng Du suggested that the world today is
in need of modern education updates. Particularly in College English education, both its teaching
objectives and practical approaches have gone through tremendous change. In China, the present
objectives of the College Education focuses on improving students’ communication skills
through increased listening and speaking practice. The department has adopted the method of
communicative language teaching (CLT) in computer-assisted language learning (CALL)
environments. With this method, students have more chances to participate and practice through
interactive patterns which improve their language and communicative skills. Research has
proved that the use of computer in classrooms to facilitate the students is certainly a necessity.
Lu, Li and Du have reviewed literary works by various writers which have relations with
communicative language ability, interaction and interactive patterns and group work. All those
key components are based on the research done by Lu, Li and Du. They reviewed an article from
Bachman, entitled Communicative Language Ability (CLA) model. The article explained about
the communicative language ability. It clarified that language competence, strategic competence
and psycho physiological mechanism are what determine an individual’s facility with a
language. Bachman said that English audio-video speaking class’s main purpose is to create as
many opportunities as possible for students to communicate with one another in the target
language in a nearly authentic environment. Lu, Li and Ding also reviewed an article by Ellis
(1985) on Interaction and interactive patterns. Ellis defined the term ‘Interaction’ as the

2. discourse jointly constructed by the learner and his interlocutors. She said that interaction is
essential to one’s language acquisition. Other articles reviewed by them are by Krashen (1985)
and Vygotsky. The method used in this research paper is through research question. In the
research question the author will analyze the correlated data from the author’s own classes at
Beijing University of Posts and Telecommunications (BUPT). This study used quantitative and
qualitative approaches and lasted from September 2007 to January 2008. The subjects of the
study consist of 30 non-English majors in their junior year of college, randomly chosen to those
who scored above 545 of 710. The classes were conducted with the aid of the CALL
environment with the help from the CD of the course book Learning English Through Culture:
Viewing, Listening, Speaking (Foreign Language Teaching and Research Press, 2007). The
author supervised and monitored the students’ performance through a touch screen LCD control
panel. The instruments used in this research were questionnaire and exams. A questionnaire was
distributed at the end of every semester to evaluate the effects of learning and teaching. There
were 34 questions covering the teaching materials, in-class activities, teaching approaches, the
teacher’s roles, and effects of learning and teaching. Meanwhile the exams were done at every
beginning of the semester, a pre-test was conducted through a pair-work dialogues and three
person group discussions on certain topic in order to access the students’ spoken English
proficiency. The findings are categorized into a few sub-categories which are favored interactive
patterns and students’ speaking ability, the use of CALL to improve students’ English, the
change of teacher’s roles and the organization of group work. The result shows that a total of
96.61% of the students chose that pair-work dialogue and small group discussion, of not more
than 5 people), as the optimal speaking activities in English audio-video speaking class. Besides
that, 96.61% of the students acknowledged that communicative activities and oral presentations

3. are helpful in improving their speaking ability. In addition, a total of 93.22% agree that
computer-assisted language learning environment is helpful in increasing their oral production.
Furthermore, the result shows that teacher’s roles are expected to change from the role as an
instructor to multiple roles such as activity organizer, coordinator and facilitator. To sum it up,
small group discussion consists of 3 to 5 people on a group, in a CALL environment can better
facilitate students’ English learning and communicative abilities. The findings of the study have
a few implications for teachers in language learning such as the center of EAVSC should be
shifted from the teacher to students, the teacher should play multiple roles to facilitate student’s
learning and improve their communicative abilities, the teacher should be capable of utilizing the
CALL environment to optimize teaching effects and lastly, the teacher should continue further
research on better interactive patterns in different contexts.
Part B:
One of the theoretical approaches of the Computer Assisted Language Learning (CALL)
is the integrative approach. In general, “integrative approach is the idea of integrating or
combining all or some aspects of several different schools of thought to promote wellness”
(Wisegeek.com). However in CALL, integrative approach is integrating the use of technology
with language learning. The two main ideas propagated by integrative approach are computer as
a tool and authentic use of language. These ideas are present in the research article that we have
chosen to analyze. The idea of computer as a tool is used to facilitate the language learning
process of students in class. For example, the use of the CD of the course book Learning English
Through Culture: Viewing, Listening, Speaking (Foreign Language Teaching and Research
Press, 2007) written by the first author and an American educator. This course book discusses
the daily lives of American as experienced by Chinese international students. This method

4. improves learners’ English competency and communicative skills, as well as broadening their
cultural horizon.
Besides that, the teacher uses a touch screen LCD control panel to supervise and monitor
students’ performance. Another focus of the integrative approach is the authentic use of
language. This approach includes task-based, content-based and project-based method. In this
research it can be seen how the teacher has conducted the interactive activities through oral
presentations, pair work dialogues and discussion within the group of 3 to 5 students, to make
sure the students take part in the activities mentioned. These activities are carried out with the
aim of developing students’ communicative language ability. Their oral responses in the
interactive activities were recorded for evaluation by the teacher. Another evaluation is made by
the teacher by carrying out a pre-test at the beginning of the semester to assess the students’
spoken English proficiency. The test was done through pair-work dialogues and 3 people group
discussion on certain topics. A post-test on similar topics was given to the students at the end of
the semester to assess the students’ achievements and the impact of the teacher’s teaching.
In our opinion, the benefit of integrative approach would be the fact that learner is being
put at the centre stage of language learning (LL). Besides the use of computer and technology as
a tool, students are encouraged to interact with one another as computer is used for interactive
communication. The interactive communication between students contributes to the
improvement of the students’ speaking ability. However, the integrative approach demands a lot
from the teacher as the teacher is required to change from a single role instructor to multiple
roles. This may affect the performance of the teacher and leads to the slow progress on the part
of the students.

5. Based on our experiences of learning using computer and technology, we are given the
chance to enhance our language skills such as through presentations, group work and
assignments. CALL environment encourages interactive communication between students, grabs
the attention of the students through visual presentations or audio-video materials. As the
students are required to participate in the interactive activities, they become active participants in
the class. Therefore, the students are able to improve their language skills and communication
skills. With the help of computer and technology, students are given more room to show their
creativity, such as through visual presentation and at the same time making learning fun and
interesting.
One suggestion on how the integrative approach can be applied in the process of teaching
and learning language is through the application of Computer Mediated Communication (CMC).
CMC is the process by which people interact through computer networks in online environments.
People can create exchange and perceive information through email, video, audio, chat, bulletin
boards and etc. The consistent use of CM supplies teachers with more effective and enjoyable
teaching experience and cater students with more opportunities for communication, collaboration
and information. CMC promotes freedom in communication and language practice. Teachers and
students can discuss and communicate with each other anytime or anywhere that is convenient
for everybody. Students gain more opportunities to practice their English language as the
freedom in the communication motivates students to communicate with a high amount of
writing. Besides that, the application of CMC does not limit the teachers and students to the
traditional classroom experience. They are exposed to the experience of discovery and
exploration of more topics and language functions outside the classroom.

6. References
Li Xiao, Cao Ru-Hua. (2006). Integrating Computer-Mediated Communication into and EAP
Course. ProQuest Educational Journal. Retrieved from
What Is An Integrative Approach (n.d). Retrived on 16th January 2011 from
http://www.wisegeek.com/what-is-an-integrativeapproach.htm
Zhihong Lu, Ping Li, Peifeng Du. (2009). Interactive Patterns in An English Audio-Video
Speaking Class in CALL Environments. Proquest Education Journal. Retreived from