| Abstract: | This study, motivated by researches on Whole Language i.n general and collaborative taped reports in particular, asked about the contribution of whole-language-based activity to EFL learning, especially to college non-English majors. Questions as whether collaborative taped reports could provide a chance for English practice and a help to integrate language skills are concerned. Ninety-two third-year students at a five-year college participated in this study and were divided into groups at their own will. Each group, in a semester, was asked to write tape-scripts and make two tapes, in which they recorded their self-created dialogues, plays, or stories. Each week the teacher played one tape in class as "The Star of a Week" for appreciation as well as for discussion. A questionnaire of ten questions was used in the end of the semester. All the questions, divided into two parts-multiple choice and open-ended questions, covered from an individual's initial feelings toward this activity to the influences of using collaborative taped reports on English learning, general learning, and personal development. Results of the study revealed that students, for making the tapes, spent a lot more time using English outside the class, which well complemented the deficiency of twohour in-class practices. Besides, for writing and recording the tapes, students made progresses in listening, speaking, reading and writing, albeit this activity was originally designed for listening and speaking courses. The results also testified that students were not only motivated in English learning but also inspired to face new challenges positively. To conclude, this study provided an alternative way for EFL learning. Implications for further learning and teaching would also be discussed. |
