Managing CMC-based Task through Text-based Dialogue: An Exploratory Study in a Chinese EFL Context

Lianfen Yu,Gang Zeng

doi:10.5539/elt.v4n4p221

Abstract

This paper examines EFL learners’ dialogic interaction in the implementation of a computer-mediated communication (CMC) task. Within the framework of sociocultural theory, the research focuses on how learners working in pairs collaboratively perform task management and build relationship in the synchronous CMC context. Sixteen Chinese tertiary EFL learners in eight self-selected pairs worked on an assigned task in the online chat rooms. We had a descriptive analysis of the data obtained from online chat logs, focusing on the task-related talk and off-task talk. Results indicate that learners’ task-related talk has a variety of functions and facilitates the establishment and maintenance of task intersubjectivity. The findings also reveal the positive role of off-task talk in facilitating this online learning activity.

Highlights

Peer interaction has been widely motivated in second language (L2) education and research
In order to address the first research question, we counted the number of turns allocated to each of the three types of talk (i.e., Language-related talk (LRT), Task-related talk (TRT) and off-task talk (OTT)) in learners’ online interactions
Results show that the percentages of coverage of the turns for the three types of talk are: 62.7% for LRE; 27% for TRT and 10.3% for OTT respectively

Summary

Introduction

Peer interaction has been widely motivated in second language (L2) education and research. There is a general consensus among L2 educators and researchers on the importance of providing L2 learners with opportunities for meaningful interactions, in which they collaborate in constructing knowledge and achieve shared understanding. The interactive learning experiences may lead to learners’ more active contribution and cooperation, more independent decision making and greater sense of responsibility for their own learning. The authenticity of L2 learning can be achieved by assigning learners tasks in which the target language is both the medium and the goal. The formal and functional features of language can be integrated into one activity that allows joint attention. Research evidence indicates that there is significant and positive relationship between collaborative peer interaction and L2 learning

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Conclusion