Second language task engagement in face-to-face and synchronous video-based computer-mediated communication modes: Performances and perceptions

Abstract

This classroom-based study investigated the differences in learner engagement when spoken second language (L2) decision-making tasks were performed in synchronous video-based computer-mediated communication (SvCMC) and face-to-face (FTF) modes. A total of 44 English as a Foreign Language (EFL) learners from two intact classrooms performed decision-making tasks in both SvCMC and FTF conditions. Task transcripts were analyzed for words and turns produced (behavioral engagement), negotiation of content and language-related episodes (cognitive engagement), and affiliative backchannels (social engagement). Post-task questionnaires measured learners' levels of anxiety and enjoyment during the task (emotional engagement). An open-ended questionnaire solicited learners’ perceptions about performing tasks in each communication mode. FTF mode resulted in significantly more turns, more episodes of negotiation of content, more affiliative backchannels, and higher enjoyment than SvCMC mode. While engagement in SvCMC mode seemed to be hindered by a lack of non-verbal cues (e.g., gestures, eye contact) and the extra effort needed to process information from different stimuli (e.g., multiple video feeds, worksheet), engagement in FTF mode was facilitated by factors related to a positive classroom atmosphere (e.g., group cohesion, opportunities for communication with classmates). Pedagogical implications are provided for using SvCMC tools in L2 teaching contexts.