A case study on chat-mediated collaborative dialogue in L2 listening comprehension

Abstract

Collaborative dialogue has been investigated in relation to language forms, vocabulary, and sentence-level writing but little attention has been given to its potential contribution to the development of L2 listening comprehension skills. This case study explores the features and dynamics of chat-mediated collaborative dialogue in a joint problem-solving process of L2 listening comprehension, drawing on a socio-cultural theoretical framework. Main data sources include chat-logs of online learner interaction saved in class online boards and follow-up individual stimulated recall interviews over 9 weeks. The findings indicate that learner-initiated text-based collaborative dialogue has a positive effect on the problem-solving process of L2 listening comprehension. Idiosyncratic patterns of multilateral interaction and role-taking prevailed in this study. Salient features that emerged in collaborative dialogue included co-construction and dialectic co-construction of comprehension, collective and emotional scaffolding for problem-solving and rapport-building, establishment of intersubjectivity, and attempts for apprenticeship. The findings have implications for the development of a collaborative L2 listening pedagogy that can foster collaborative autonomy for L2 listeners through expanded learning opportunities beyond the classroom enabled by the support of easily accessible interactive communication technology.