Synchronous Text-based Computer-mediated Communication Research Articles

Peer interaction and attention to form in web-based synchronous and asynchronous L2 collaborative writing

Previous studies on web-based collaborative writing have shown that task modality impacts peer interaction patterns and attention to form. However, these studies have primarily focused on contrasting a face-to-face oral condition with a text-based synchronous computer-mediated communication (SCMC) environment. Few studies have compared peer interaction patterns and attention to form between text-based SCMC and text-based asynchronous computer-mediated communication (ACMC), the two common modes of computer-mediated communication. This study aimed at filling this research gap. Participants were 22 EFL learners who worked in self-selected pairs to complete two L2 collaborative writing tasks, one through text-based SCMC and the other text-based ACMC, using Google Docs. Patterns of interaction for each pair within each task mode were identified. Attention to form was measured through language-related episodes (LREs). Quality of attention to form was assessed via learners’ LRE engagement levels. The results show that task modality affected the occurrence but it did not affect the focus and outcome of LREs. Task modality, however, impacted peer interaction patterns and quality of attention to form, with more collaborative pair dynamics and elaborate LRE engagement being generated in text-based SCMC tasks.

Navigating choppy discourses: A conceptual framework for understanding synchronous text-based computer-mediated communication

AbstractThis paper presents an investigation into patterns of interaction in synchronous, text-based computer-mediated communication (SCMC) with a focus on participation. The data constitute a corpus of 3,785 words from a series of interactions between student teachers performing learning activities in a three-dimensional online environment. Drawing on a systemic functional grammar perspective of language, we aim to develop a conceptual framework for understanding participation as made up of interactional patterns in students’ linguistic exchanges while performing learning activities. Our findings show that verbal negotiation that creates a shared understanding of what the group should accomplish or a common view of how to perform the activity is more frequent than strict activity organization. We argue that there are features of CMC signaling higher levels of complexity than those ordinarily found in face to face or written communication. The three broad interactional features identified – blending, turn-taking collaboration and delay endurance – corroborate our claim. This paper presents evidence that participation in text-based SCMC with learning purposes demands a disposition for collaboration and solidarity, a capacity to endure delay, and the ability to manage a conglomerate of information and communication tools without instructions on how-to processes.

The effect of feedback timing on L2 Spanish vocabulary acquisition in synchronous computer-mediated communication

The benefits of corrective feedback (CF) for second language (L2) learning are empirically attested, and multiple factors mediating CF effectiveness have been investigated. However, the timing of oral CF has received less attention given most research examines corrections provided immediately after an error. Delayed CF also warrants investigation; it occurs naturally in L2 classrooms and may be an appealing alternative in online learning contexts. Existing CF timing research shows either no significant differences between immediate and delayed CF, or advantages for immediate CF. To elucidate mixed findings, more CF timing studies are needed, especially those considering the effects of factors such as CF type, linguistic target and communication mode. Regarding communication mode, the effect of CF timing on errors made during text-based synchronous computer-mediated communication (SCMC), for instance, has received less attention. Examining text-based SCMC is important given its empirically attested benefits for L2 learning, and in some cases its advantage over face-to-face interaction for fostering CF effectiveness. Investigating the role of CF timing on errors made in text-based SCMC will contribute to efforts to maximize CF effectiveness in online learning environments, which are becoming increasingly common. In this study, 30 third-year learners of Spanish as a foreign language completed a one-way information-gap task with an interlocutor using Skype text-chat. On vocabulary errors, learners received either immediate or delayed error repetition plus recast, or no CF. Results revealed both CF groups significantly outperformed the comparison group on an oral picture description task, with no significant differences between immediate and delayed CF. Results may be due to the salience of the CF modality, type, and target.

Effect of modality and task type on interlanguage variation

AbstractAn essential component for assessing the accuracy and fluency of language learners is understanding how mode of communication and task type affect performance in second-language (L2) acquisition. This study investigates how text-based synchronous computer-mediated communication (SCMC) and face-to-face (F2F) oral interaction can influence the performance of language learners in producing grammatical forms accurately when learners of English as a second language complete different tasks in their L2. Findings show a systematic variability in learner interlanguage that depends on mode of communication and task type. L2 learners used articles more correctly and produced advanced-stage questions more frequently in text-based SCMC than in F2F. These findings suggest that task types and the mode of communication in which a task is completed need careful selection based on pedagogical purposes in order to maximize L2 learning and better evaluate L2 performance.

Text-Based SCMC for English Learners in Korean High School Classrooms

This study explores the use of text-based synchronous computer-mediated communication (SCMC) to provide Korean high school students with opportunities...

Supporting the development of synchronous text-based computer-mediated communication with an intelligent diagnosis tool

To date, a look at the scientific literature on the construction and use of synchronous computer-mediated communication (CMC) support environments reveals that most researchers have focused either on exchanging information or on constructing and presenting posts. In this work, an intelligent collaborative synchronous CMC platform that detects whether the learners address the expected discussion issues is proposed. The concept maps related to the learning topics are first outlined by the instructor. After each learner issues a post on the synchronous CMC platform, a feature selection approach is adopted to derive the input parameters of a one-class Support Vector Machines (SVMs) classifier. The classifier then determines if the learners’ posts are related to the concept maps previously outlined by the instructor. Meanwhile, learner peers from the same group are asked to provide comments on the synchronous CMCs, and a group grading module is established in this work to evaluate the quality of the synchronous CMCs. If the evaluation results from the classifier and the group grading module are inconsistent, the instructor or the teaching assistant is consulted to verify the evaluation results. Notably, a feedback rule construction mechanism is used to issue feedback messages to learners in cases where the synchronous CMC support system detects that the learners have strayed astray from the expected learning topics in their posts. The classification rates for the one-class SVM classifier can reach up to 97.06%, and the average pre-test and post-test grades were 51.94 and 66.77, respectively, which revealed that the junior high school students participating in synchronous CMC activities related to natural science were benefited by the proposed intelligent synchronous CMC platform.

Learners’ use of communication strategies in text-based and video-based synchronous computer-mediated communication environments: opportunities for language learning

This study investigates the different learning opportunities enabled by text-based and video-based synchronous computer-mediated communication (SCMC) from an interactionist perspective. Six Chinese-speaking learners of English and six English-speaking learners of Chinese were paired up as tandem (reciprocal) learning dyads. Each dyad participated in four kinds of interactions, namely, English text-based SCMC, Chinese text-based SCMC, English video-based SCMC and Chinese video-based SCMC. Their use of communication strategies (CSs) were analyzed along with an after-task questionnaire and with stimulated reflection to explore systematically and comprehensively the differences between text-based and video-based SCMC. In addition to the main role of qualitative analysis, the quantitative analysis was undertaken to provide an overview of the relative frequencies of the occurrence of the different strategies and to understand their distribution in the different conditions. A MANOVA was applied to understand to what extent the differences are likely to have occurred by chance. The results showed that learners used CSs differently in text-based and video-based SCMC and indicated different learning opportunities provided by these two modes of SCMC. While text-based SCMC appears to have greater potential for learning target-like language forms, video-based SCMC seems particularly effective for fluency development as well as pronunciation improvement.

The Effect of Task Planning on L2 Performance and L2 Development in Text-Based Synchronous Computer-Mediated Communication

This study explored the effect of two planning conditions [the simultaneous use of rehearsal and careful online planning (ROP), and the careful online planning alone (OP)] on L2 production complexity and accuracy and the subsequent development of these two linguistic areas in the context of text-based synchronous computer-mediated communication. Intermediate to advanced adult ESL learners (N = 33) participated in the study. They completed four picture-based narrative tasks under the two planning conditions over a two-week period via text-chat. Two tasks were used as experimental tasks to gauge immediate planning effect on L2 production and the other two as new tasks to gauge L2 development. Results showed that both types of planning condition supported immediate production complexity but the ROP condition was more effective in leading to more accurate use of grammatical verb forms. With regard to the subsequent development of production complexity and accuracy, the ROP condition was more effective in leading to improvement on clausal complexity as well as control over the use of grammatical verb forms and avoidance of general errors.

The nature of negotiations in face-to-face versus computer-mediated communication in pair interactions

The Interaction Approach argues that negotiation for meaning and form is conducive to second language development. To date, most of the research on negotiations has been either in face-to-face (FTF) or text-based synchronous computer-mediated communication (SCMC) modes. Very few studies have compared the nature of negotiations across the modes. Such comparisons are important as they can indicate which mode may be more conducive to language learning. The present study set out to compare the nature of negotiations between FTF and SCMC modes in same-proficiency intermediate dyads. Dyads performed two similar decision-making tasks, one in FTF and one in SCMC mode, and were encouraged to provide corrective feedback, where necessary, to their partner. The analysis revealed that negotiations for form and meaning were scarce in both modes, with more negotiations for meaning in FTF mode. The findings also suggested that mode of interaction influenced the type of negotiations, and their outcomes, in terms of modified output as well as successful uptake.

Synchronous Text-Based Computer-Mediated Communication Tasks and the Development of L2 Academic Literacy

Studies on the use of synchronous text-based computer-mediated communication (SCMC) tasks have mostly focused on how they could be used to facilitate the learning of different aspects of a second language. Recent research from a functional perspective has suggested the need to examine the impact of SCMC tasks on the development of L2 academic literacy (Mohan & Luo, 2005). With the increase use of SCMC tasks in ESL writing and other content-based courses, it is necessary to examine the potential of SCMC tasks in facilitating the development of L2 academic literacy. Drawing on the approaches and findings from research on dialogic argumentation (e.g., Seibold & Meyers, 2007), the study examines the development in using argumentative moves in SCMC discourse for a group of three ESL students, and explores the differences between the group and one focal student from the group. The findings suggest that although both the group and the focal student have demonstrated a growing tendency of understanding and responding to others’ views, differences existed between the group and the focal student, indicating that SCMC tasks may help facilitate the development of L2 academic literacy. The differences between individual students may be an important factor and could be better understood by examining students’ learning experiences together with their perceptions of the tasks.

The Role of Social Presence in Opinion Expression During FtF and CMC Discussions

This study sought to examine the process of talk and opinion expression in face-to-face (FtF) and text-based, synchronous, computer-mediated communication (TBS-CMC) discussions. A model was tested in which it was proposed that communication environment and communication apprehension (CA) would affect perceived social presence, which would, in turn, be related to the amount of talk and opinion expression in discussions. An experimental design using an adult sample who engaged in real discussions revealed that the data were a good fit to the model. All hypotheses were supported in that those in the FtF condition experienced more social presence than those in TBS-CMC; those high in CA experienced less social presence than those low in CA; those who experienced high social presence talked more in the discussion than those who experienced low social presence; and those who experienced low social presence expressed more opinions than those who experienced high social presence.

Effects of communication mode and salience on recasts: A first exposure study

This article reports on a study that investigated whether the extent to which learners benefit from recasts on two Turkish morphemes differ depending on communication mode — i.e. Face-to-Face Communication (F2FC) and text-based Synchronous Computer-Mediated Communication (SCMC) — and/or the salience of the target structure (i.e. salient and non-salient). In this first exposure study, 24 native speakers of English with no Turkish background studied 51 Turkish words by completing a series of vocabulary learning tasks. Participants who scored at or above a criterion level of 60% on a screening test met with the researcher and carried out two communicative tasks. In each task, learners received recasts on one of the target structures through one of the communication modes. The order of the tasks was counterbalanced across four subgroups of learners. Two oral production tasks were used as a posttest in order to measure learners’ performance on the two target structures. Results revealed that learners scored statistically significantly higher on receiving recasts through text-based SCMC than recasts through F2FC. However, results showed no difference between the salient and the non-salient morpheme in benefiting from recasts.

Learner Uptake of Feedback in Text-Based Synchronous Computer Mediated Communication (SCMC)

The purposes of this study are to investigate: 1) the effect of focus on form instruction including corrective feedback on learners’ grammatical competence; 2) types of feedback that successfully elicit learner uptake; 3) learners’ corrective feedback to peers; and 4) learners’ recall of feedback in text-based Synchronous Computer Mediated Communication (SCMC). Six learners participated in text chat and were provided implicit corrective feedback. The chat session were analyzed to examine learners’ response to corrective feedback and types of peers’feedback. The major findings are as follows: 1) through planned focus on form instruction and corrective feedback, most learners became better aware of the appropriate use of verb tense in the present and past perfect form and conditionals; 2) elicitation, repetition, and clarification request successfully drew learners’ uptake, and recast was the most frequently found type of corrective feedback; and 3) learners recalled a low rate of corrective feedback after sessions. The findings of the study suggest that corrective feedback in text chat helps learners improve accuracy and awareness of target grammatical features. Further study is suggested to investigate follow up activities leading to subsequent learning and an appropriate combination of text-based SCMC with classroom activities.

Triadic Text-Based SCMC and Focus on Form: Fluency, Accuracy, and Complexity

This study explored the interactional processes and outcomes of triadic interaction in text-based synchronous computer-mediated communication (SCMC) in relation to fluency, accuracy, and complexity. Three EFL teachers and six Korean college students formed three triads, with one teacher and two students in each. They regularly met twice a week via Windows Live Messenger for communicative interaction. The teachers implemented their focus on form (FonF) lessons by providing corrective feedback, and by answering students’ form-related questions. To a lesser extent, the teachers provided metalinguistic explanation. At the completion of research, the teachers and learners filled out a questionnaire designed to tap into their perceptions of the learners’ fluency, accuracy, and complexity patterns. The chat scripts were analyzed to obtain indicators of fluency, accuracy, and complexity with respect to time progress and task types. The analysis revealed that the learners’linguistic performances were largely influenced by task types rather than linear time progress. Arranging time, preventing student absence, and balancing interaction between two learners were found to be critical in successful implementation of triadic interaction in a SCMC setting. Implications are discussed for future empirical studies of FonF and triadic text-based SCMC.

A case study of contextual and individual factors that shape linguistic variation in synchronous text-based computer-mediated communication

The purpose of the study presented here was to learn more about the distinctive features of synchronous text-based computer-mediated communication (SCMC) and to determine what kinds of factors played a role in the production of such features based on the SCMC of an international group consisting of 12 people. The findings of the study indicate that participants demonstrated characteristics of both spoken and written modes of language in their SCMC. There were complex and interdependent factors beyond English proficiency that caused this variation. Some of these independent factors include attitude towards chat, keyboard control, context of the discussion, and previous experience in chat rooms. Participants’ perceptions of chat room language also influenced their SCMC. Participants who viewed online written chat discourse as a type of written language wrote mainly within the norms of written language, whereas participants who viewed online written chat discourse as a type of spoken language wrote mainly within the norms of spoken language. The findings of the study imply that when study participants communicated in a chat room without specific guidance on discourse construction, they relied on their own perceptions about the communication area to form their discourse. This may have resulted in linguistic variation.

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.

The other C in CMC: What alternative data sources can tell us about text-based synchronous computer mediated communication and language learning

Most research on text-based synchronous computer-mediated communication (SCMC) in language learning has used output logs as the sole data source. I review interactionist and sociocultural SCMC research, focusing in particular on the question of technological determinism, and conclude that, from whichever perspective, reliance on output logs leads to an impoverished picture of the experience of SCMC users and of phenomena relevant to learning. The assumption that output logs are an adequate data source fails to give due weight to the specificities of this form of communication, in particular the constraints and affordances of the computer interface. I examine the potential contribution of other data sources, providing by way of illustration an analysis of sample eye-tracker data from a tandem SCMC session.

Learning electronic literacy skills in an online language learning community

This paper is about the learning that happens in the synchronous text chat forum of on online group of English Language learners and tutors. It is a socioculturally oriented case study of an informal virtual community called Webheads, who meet online in various places on the internet. Although dedicated to English Language learning, much other learning takes place within the group. The study concerns the learning of certain skills associated with electronic literacy, namely discourse management and technological skills involved in using synchronous text-based computer-mediated communication (SCMC). The paper focuses on the analysis of the concepts of collaboration and scaffolding in learning. Attention is also paid to the analysis of SCMC text, employing the notion of the conversational floor as an appropriate analytical unit for this type of discourse.

Conversational floors in synchronous text-based CMC discourse

This article presents a study of the discourse characteristics of interaction within a virtual community. The data are from the text-based chat forum of an online community of learners and teachers of English. The forum is the meeting place for community members, and is an international site of language use with participants from a range of linguistic backgrounds. Within this context, some pertinent themes are investigated which relate to a relatively recent form of discourse, synchronous text-based computer-mediated communication (SCMC). The discussion centres on the interplay between the technological attributes of the medium and the linguistic, discourse and sociocultural conditions within which the participants interact. How do these elements combine to shape the discourse? This question is addressed with reference to the cohesive feature of conversational floor. Because there is a lack of coordination of turn transfer in SCMC interaction, conversational floor emerges as an organizing principle in preference to models of conversation based on turn taking.

Enhancing Mutual Understanding in Synchronous Computer-Mediated Communication by Training

Ineffective use of text-based synchronous computer-mediated communication (CMC), that is, chats, may affect the quality of communicative exchange compared to effective use and to face-to-face (FtF) communication. Especially in groups making decisions in equivocal judgmental tasks, inappropriate use of the CMC medium often impairs performance. Users need high communication and media competencies to overcome the negative effects brought about by the technology. Without intervention, mutual understanding and satisfaction with the group process are reduced in computer-mediated decision groups. Training that helps participants adapt to the medium should provide them with the needed competencies. The authors found a complex pattern of process and outcome effects with the best performance scores in the FtF condition, performance scores in CMC with training approximating those of the FtF condition, and lowest performance scores in CMC without training.