The effect of synchronous computer-mediated communication on beginner L2 learners’ foreign language anxiety and participation

Abstract

ABSTRACT This study investigates the role of typed synchronous computer-mediated communication (SCMC) on learners’ foreign language anxiety and output quantity. Sixty-one beginner French learners participated in the study. In the first session (group 1: SCMC, group 2: face-to-face [FTF]), participants learned new vocabulary and the present tense forms of two irregular French verbs. Participants then completed a picture description activity targeting the new vocabulary and verbs. In the second experimental session (group 1: FTF, group 2: SCMC), participants completed the same activity, but in the other environment. Participants completed a revised version of the Foreign Language Classroom Anxiety Scale [Horwitz, E., B. Horwitz, and J. Cope. 1986. Foreign language classroom anxiety. The Modern Language Journal 70: 125–132. doi:10.2307/327317] following each activity. Results show that learners were significantly less anxious using SCMC than in the oral classroom. Additionally, learners took significantly more turns and produced significantly more words in the SCMC environment.