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Abstract Audiovisual-based speaking continuation task can help learners learn and use language in a context-contingent way, making up for some shortcomings of listening and speaking courses, and hence improving the teaching effect. Currently, little is known about audiovisual-based speaking continuation task via mobile platforms, and no action research has been conducted to explore the changes in learners’ affective factors and learning outcomes during the continuation process. This study, by adopting an action research approach, investigated the application of audiovisual-based speaking continuation teaching via mobile-assisted language learning in college English teaching. Specifically, the study explored the changes in learners’ task motivation, learning attitude and oral performance, based on which we reflected on and implemented efficient ways of improving continuation-based teaching practices. Data were collected by means of questionnaires, in-class and on-line observations, self-reported reflections, and language proficiency tests. Results showed that audiovisual-based speaking continuation task enhanced learners’ task motivation and learning attitude, and improved their oral proficiency. The study provides implications on the practice of audiovisual-based speaking continuation teaching and the application of action research in the realm of foreign language teaching.
Key words: audiovisual-based speaking continuation task; mobile-assisted language learning; action research
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