Speaking in a foreign/second language is a challenge for many learners, even when they have linguistic knowledge. Drawing on González-Lloret and Ortega’s (2014) framework for technology-mediated tasks and MacIntyre’s (2007) framework for willingness to communicate in a second language, this mixed- methods study investigated the impact of asynchronous video discussion tasks on learners' willingness to communicate and oral communicative performance. Two groups of intermediate learners of Spanish participated in the study, (a) a video discussion Flip group (the experimental group) (FG, n = 28), and (b) a control group (CG, n = 24). Measures included a pre-post survey, speaking quizzes, a final oral presentation, and semi-structured interviews. Results showed that the video discussion tasks facilitated the increase of FG students’ willingness to communicate and oral communicative performance, and their frequency and confidence in using Spanish. The qualitative findings revealed FG students' positive but challenging experiences in the tasks. Implications for practice and further research are provided.
Cherrez et al. (Mon,) studied this question.
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