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pter 4 Results and Discussion

4.1 Results and Discussion of the Tests 
Table  4.1  shows  the  results  of  the  pretest  of  both  the  Text-based  Group  and  the Video-based Group of general oral English proficiency. Table 4.1 shows the average scores the students get in the pretest. The mean if the students in Text-based Group is 4.49 and that of the students in Voice-based Group is 4.40. In Table 4.1, the values of Sig.  is  0.566.  In  statistics,  the  significant  differences  occurs  and  the  null  hypothesis can be rejected only when the value of Sig. is less than 0.05. Since the value of Sig. is 0.566  which  is  greater  than  0.05,  the  null  hypothesis  is  accepted,  which  means  that there is no significant difference in general oral English proficiency of both the Text-based Group and Video-based Group before the experiment. The results of the pretest show that the students’ general oral English speaking level of two groups are similar.  

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Conclusion  

The  last  chapter  of  this  study  contains  a  brief  summary  of  the  research  problem and method, a discussion and interpretation of each result, and the implication of the findings  for  practice  and  recommendations  for  further  research.  Specifically,  the present study was conducted to explore the possible differences between the impacts of  text-based  SCMC  and  voice-based  SCMC  on  students’  oral  performance. Concerning this issue, three research questions were answered in chapter four. In this part,  Major  findings,  pedagogical  implications  and  research  limitations  as  well  as suggestions for future studies will be summarized one by one. The aim of this study is to explore the effects of synchronous computer-mediated communication on learners’ oral English performance. There are two reasons behind present  study.  Firstly,   SCMC  become  an  indispensable  part  of  daily  life  with  the rapid  development  of  computer  networking  technology;  many  scholars  and researchers   try  to  apply  computer  networking  technology  into  foreign  language teaching  in  recent  few  years,  and  achieve  some  findings.  Secondly,  large  size  class, monotonous teaching method etc, which perplex college English teachers all the time, are   tough  problems  in  our  college  oral  English  teaching.  Advanced  networking technology,  brought  up  in  “College  English  Curriculum  Requirements”  clearly, should  be  adopted  to  facilitate  students’  oral  performance.  These  two  reasons  above help this study come into being. 
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Reference documents (omitted) 

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