Synchronous Computer-mediated Communication Interaction Research Articles

An exploratory study of English-language learners’ text chat interaction in synchronous computer-mediated communication: functions and change over time

The use of text chat in synchronous computer-mediated communication (SCMC) could help remedy the widely reported lack of active involvement in online language learning. However, the nuances and complexities of learners’ text-chat actions warrant further examination. This exploratory study used observational data collected from 40 students in a graduate-level Academic English course at eight time points across a semester to analyze the functions of text-chat interaction in an SCMC setting and to capture how their text chat changed over time. This led to the identification of five functions of text-chat interaction (i.e. cognition, metacognition, socio-affect, organization, and technology), suggesting that cognitively meaningful learning occurred immediately through such interaction. Over time, there was a decline in the quantity of text-chat interactions. In addition, the patterns of chat between students and the teacher were somewhat different from those observed among students. In the former case, text quantity diminished, especially in the category of cognition; but in the latter, students engaged in more text chat with their peers to show affect, cognitive agreement, and disagreement over time. The study’s findings regarding the complex dynamics of an authentic process in SCMC language classrooms have considerable practical value in facilitating interaction in similar language-learning contexts.

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 COMPUTER-MEDIATED COMMUNICATION AND INTERACTION

The current study reports on a meta-analysis of the relative effectiveness of interaction in synchronous computer-mediated communication (SCMC) and face-to-face (FTF) contexts. The primary studies included in the analysis were journal articles and dissertations completed between 1990 and 2012 (k= 14). Results demonstrate that interaction in SCMC and FTF had a significant impact on second language (L2) development, providing further support for previous research demonstrating the efficacy of interaction in both communication modes (e.g., Mackey & Goo, 2007; Pellettieri, 2000; Smith, 2004, 2005). There was also a small advantage for interaction in SCMC on measures of overall L2 learning outcomes, with additional analyses indicating a small advantage for SCMC interaction on productive and written measures and a small advantage for FTF interaction on receptive and oral learning outcomes. Interestingly, there were no significant differences between SCMC and FTF, suggesting the mode of communication has no statistically significant impact on the positive developmental benefits associated with interaction.

Revisiting Synchronous Computer-Mediated Communication: Learner Perception and the Meaning of Corrective Feedback

Effectively exploring the efficacy of synchronous computer-mediated communication (SCMC) for pedagogical purposes can be achieved through the careful investigation of potentially beneficial, inherent attributes of SCMC. This study provides empirical evidence for the capacity of task-based SCMC to draw learner attention to linguistic forms by offering opportunities for corrective feedback and incidental recasts, highlighting learners’ errors. The findings open up the discussion on the meaning of feedback considering learners’ perceptions and the unique SCMC features. The findings indicate that learners do not attend to corrective feedback that promote “the corrector” and “the corrected” relationships. Rather, they benefit from incidental recasts that coincidentally contrast with their ill-formed L2 production. This study also challenges the previous assumptions regarding certain SCMC features believed to be beneficial to learners. Features like split turns increase learners’ cognitive load and make it difficult for learners to follow the flow of the conversation. Considering split turns of SCMC and learners’ different perceptions on tasks, this study calls for reframing recasts in SCMC and more sensitive research methods for investigating SCMC interaction.

Task Effects on Focus on Form in Synchronous Computer‐Mediated Communication

Previous research on synchronous computer‐mediated communication (SCMC) has shown that SCMC interaction could draw learners’ attention to form in ways that are similar to face‐to‐face interaction. However, the role of task type in focusing learners’ attention on form has not been widely researched. In a repeated‐measures design, this study investigated if task type had any effect on the number and characteristics of focus‐on‐form instances of 54 English‐as‐a‐foreign‐language learners. Two jigsaw–dictogloss task pairs were designed and matched for content. Following a practice task session, randomly formed dyads performed each of the tasks using MSN Messenger and CoWord software. Language‐related episodes (LREs) were identified and categorized according to their focus, outcome, and type. Results showed that the dictogloss task elicited a higher number of LREs than the jigsaw task. Tasks also displayed some differences with respect to the characteristics of LREs. Whereas the dictogloss was characterized by orthographic, solved correctly, and negative feedback LREs, the jigsaw was characterized by unresolved LREs. The results are discussed in light of the arguments about the effects of limited information‐processing capacity on task performance (Skehan, 1998).

Learner interaction in synchronous CMC: a sociocultural perspective

This paper reports on a qualitative study that investigated learner interaction in a type of real time computer-mediated communication (CMC) where the communication is carried out within a user-created virtual world. The study, which involved undergraduate EFL learners based at two universities in Japan, examined from an interactionist perspective how the subjects managed their target language interaction during text chat involving four task types. Analysis of the transcripts revealed the presence of seven interaction management strategies proposed in sociocultural accounts of language development. Strategies identified in the data included requests for and provision of assistance. Analysis further showed the presence of continuers, self- and other-initiated correction. Although off-task discussion occurred, a striking feature of the data was the focus on task completion. The use of these strategies facilitated the creation and maintenance of a collaborative environment. Co-construction of the target language and a supportive atmosphere characterized the interaction. The data contained evidence that the subjects provided teacher-like feedback similar to that reported in non-CMC environments. In contrast to findings reported in previous research, these strategies appeared an effective means to facilitate the consistent production of coherent target language output focused on the tasks.

Interruptions in chat

The research on text-based synchronous computer-mediated communication (SCMC), while generally acknowledging the potential benefits afforded by the medium's capacity for extensive self-repair, has done little in the way of exploration of the nature of such text. Indeed, until quite recently, output logs have been favored almost exclusively at the expense of richer records of the interaction that can better account for this deleted text. Another basic aspect of SCMC interaction is the occurrence of interruptions initiated by one's interlocutor during the message composition phase. The possible effect of these interruptions on the chat interaction, however, has again been largely ignored in the literature. This study examines the relationship between these interruptions and deleted text as well as the effect such interruptions have on the subsequent output produced by learners.

Relational Communication in Computer-Mediated Interaction Revisited: A Comparison of Participant–Observer Perspectives

Studies of online environments estimate that the majority of members in online forums do not contribute to ongoing discussions and only observe or “lurk” (e.g., Nonnecke & Preece, 2000). Despite the prevalence of this form of information acquisition, direct comparisons between the experiences of these “observers” (or “lurkers”) and active participants are lacking. The present research draws on previous research examining perceptual differences between participants and observers as well as social information processing theory (Walther, 1992) and reports on three studies examining such differences in computer-mediated communication (CMC). Study 1 examined the effects in the context of interpersonal interaction in synchronous CMC. Study 2 examined the effects in the context of group interaction in both synchronous and asynchronous CMC. Study 3 replicated and extended the results of the previous studies across two time periods. The overall results (a) support the presence of participant–observer differences in CMC, (b) show that the presence of anticipated future interaction moderates said differences, and (c) provide mixed evidence that participant and observer interpretations of relational messages converge over time.

Synchronous computer mediated communication captured by usability lab technologies: new interpretations

Research on interaction has provided important insights on how second languages may be acquired through interaction, and on how second language learners use their second language in various settings and tasks. Research into computer mediated communication (CMC) in a second language learning context has been a logical outcome of interactionist research. In CMC interactionist research it is typically the case that the products of data collection and objects of analysis are linear transcripts or chat logs. While these transcripts may help us to better understand the nature of learners’ interactions, they are essentially one-dimensional in nature, not allowing one to coordinate learners’ actions (utterances, gestures, changes in body posture, etc.) with the language they create during interactions. In this paper, we report on the use of a usability lab (UL) in gathering data on synchronous CMC (SCMC) among non-native English dyads. This UL allowed us to capture video, audio, and screen capture for all SCMC sessions. We demonstrate that this methodological approach coupled with a proposed coding technique brings to light many nuances of SCMC interaction that are obscured when relying on printed chatscripts alone.