Practising Online with Your Peers: The Role of Text Chat for Second Language Development

Abstract

Written synchronous computer mediated communication (SCMC or text-chat) is a pervasive means of human interaction in modern society – in particular, among generations using social media. In a globalized world, SCMC often occurs in a second language (L2) and after two decades of research SCMC is an acknowledged context for L2 practice and development (Sauro 2011; Chun et al. 2016). Smith (2005: 34) identified text chat as ‘the ideal medium for students to benefit from interaction’ due to its specific nature: a hybrid between ephemeral interactive spoken and slow long-lasting written communication. In the context of meaningful interaction written SCMC creates relevant opportunities for learners to practice their L2 and to attend to and reflect on both the form and the content of an L2 message. Little is known, however, in regard to how adolescents perceive peer interaction via SCMC as a medium of instruction and how it affects their language learning. This chapter aims to address these issues. It reviews the current literature on how and why peer interaction via SCMC may add to L2 development. In addition, data from an exploratory classroom-based study into practising L2 German via SCMC will be presented. Eighteen English high-school students performed a series of SCMC tasks and reported on their language learning motivation and anxiety as well as perception of the chat tasks. Chat logs were analysed for target structure use and accuracy. The discussion highlights the benefits and challenges of peer text chat interaction in the classroom as a context for second language practice.