Effect Of Synchronous Computer-mediated Communication Research Articles

Effects of SCMC mode and learner familiarity on peer feedback in L2 interaction

This study investigated the effects of synchronous computer-mediated communication (SCMC) mode and interlocutor familiarity on frequency and characteristics of peer feedback in L2 interaction. Fifty dyads of EFL learners were equally assigned into familiar (+/–) groups and performed an interactive task in two SCMC modes (text/video-chats). After their interactions, they were interviewed individually about the impact of SCMC mode and interlocutor familiarity on the provision of feedback. Learners’ text/video-chats were coded for feedback frequency and characteristics (e.g. type, linguistic focus, accuracy, and modified output). Results show that more instances of feedback were observed in the video- than text-chats; however, interlocutor familiarity did not affect the amount of feedback. Despite differences in types, feedback’s linguistic focus and accuracy, frequency and characteristics of modified output were relatively similar between two SCMC modes. Content-based analyses of the interviews revealed that learners attributed the differences in feedback occurrence to various characteristics of the SCMC modes rather than interlocutor unfamiliarity. The results suggest greater benefits of the video-chat over the text-chat in promoting peer feedback and emphasise the importance of establishing a positive relationship among learners during L2 SCMC interaction.

Synchronous CMC text chat versus synchronous CMC voice chat: impacts on EFL learners’ oral proficiency and anxiety

This study investigated the effect of synchronous computer-mediated communication (CMC) text chat and voice chat on Iranian EFL learners’ oral proficiency and anxiety. To this aim, 81 Iranian pre-intermediate EFL learners were selected from among 125 students at private English language institutes. The selected participants were divided into two experimental groups (synchronous text chat group and synchronous voice chat group) and a control group; each consisting of 27 pre-intermediate learners of English as a foreign language. Over a 6-week period, the participants in the experimental groups engaged in 60–75-minute-long chat sessions in dyads guided by a total of 10 tasks. The data were collected through pre-anxiety and post-anxiety scales and speaking tests. The analysis of the data revealed that both experimental groups had better performance on their post-test compared to their pretest scores, whereas there was a decrease in the anxiety levels only for the text chat group. The practical implications of the study and suggestions for further research are presented.

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

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.

Task-Based Language Learning and Teaching with Technology

Task-Based Language Learning and Teaching with Technology

Effects of Synchronous Computer-Mediated Communication and Face-to-Face Interaction on Speaking Skill Development of Iranian EFL Learners

The traditional form of teaching speaking skill has been via face-to-face (FTF) interaction in the classroom setting. Today in the computer age, the on-line forum can provide a virtual environment for differential communication. The pedagogical system benefits from such technology improvement for teaching foreign languages. This quasi-experimental research aimed at comparing the effects of two instructional strategies: synchronous computer-mediated communication (SCMC) and FTF interaction. For this purpose, 60 EFL learners were selected from a private language institute as the control ( n =30) and experimental ( n =30) groups. A speaking test, designed by Hughes (2003), was administered as pretest and after a 12-session treatment the same test was administered as the posttest. The result obtained showed that participants taught based on SCMC fared better than those that were taught according to FTF interaction. Based on the findings of the current study, it is recommended that EFL teachers incorporate computer-mediated communication into their pedagogical procedures.