Abstract
Investigating task-based synchronous computer-mediated communication (SCMC) interaction has increasingly received scholarly attention. However, studies have focused on negotiation of meaning and the quantity, focus and resolution of language related episodes (LREs). This study aims to broaden our understanding of the role of audio, video, and text SCMC conditions by additionally examining second language (L2) learners’ levels of engagement during the production of LREs as a result of interactive real-world tasks. We tested 52 dyads of L2 Spanish intermediate learners who completed a decision- making/writing task. Our main analysis revealed that dyads in the audio SCMC condition engaged in more limited LREs vis-à-vis the text SCMC group, and audio SCMC dyads also showed a trend of engaging more in elaborate LREs. The findings imply that interactive SCMC conditions can place differential demands on L2 learners, which has an effect on the ways in which L2 learners address LREs during task-based interaction.
Highlights
Investigating task-based synchronous computer-mediated communication (SCMC) interaction has increasingly received scholarly attention
In examining dyads’ linguistic focus during language related episodes (LREs), we found that the video SCMC group (VidSCMC) condition triggered on average a greater number of LREs related to mechanics (M= 2.11, SD= 2.4, Max= 7, Min= 0) followed by the audio SCMC group (AudSCMC) (M= 1.69, SD= 2.1, Max= 7, Min= 0) and textbased chat SCMC group (TxtSCMC) (M= 0.29, SD= 0.5, Max= 0, Min= 2) groups
Concerning LRE resolutions, the dyads in the AudSCMC condition correctly resolved on average more LREs (M= 4.81, SD= 3.6, Max= 11, Min= 0) than the other two conditions
Summary
Investigating task-based synchronous computer-mediated communication (SCMC) interaction has increasingly received scholarly attention. This study aims to broaden our understanding of the role of audio, video, and text SCMC conditions by examining second language (L2) learners’ levels of engagement during the production of LREs as a result of interactive real-world tasks. Interactive synchronous computer-mediated communication (SCMC) task conditions, which include video, audio, and text modes, have increasingly received research attention (e.g., Jepson, 2005; Skyes, 2005; Yanguas, 2010, 2012; Yanguas and Bergin, 2018; Ziegler, 2015). Grounded on the theoretical claims of the interactionist approach (e.g., Mackey, et al, 2012), the main goal of the current study is to expand this TBLT research strand by investigating intermediate-level Spanish L2 learners’ levels of engagement (i.e., elaborate, moderate, limited) during LREs while completing a real-world task across video, audio, and text SCMC modalities
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