The RASE model applied to the development of communicative competence online

Abstract

This paper reports on an ongoing project aimed at determining if the integration of language skills and interaction, under the principles of the RASE model and the communicative approach, have an impact on the development students’ communicative competence in an online English course for beginners. The modifications to the instructional design of the experimental group’s online course are founded on the revised version of the Interaction Hypothesis, the study of communicative competence, the principles of the CLT approach, and those of the RASE model. Results are drawn from the application of communicative tests as part of a quantitative multiple time series quasi-experimental design. The tests are complemented with the use of a rubric specifically created to measure aspects related to the dimensions of the competence under study. The progress of those students working with the modified instructional design seems more evident that the progress of those in the control group, in particular when it comes to their oral communicative competence. The results in other areas of language and the other three language skills are not as clear since statistical analysis still needs to be carried out. Nevertheless, early results suggest that interaction and the use of integrated skills under a techno-pedagogical model do indeed aid the development of learners’ communicative competence. Unlike previous studies, this project collects data related to all three dimensions of said competence.