The efects of peer corrective feedback trainning in face to face interaction and synchronousvideo-based computer-mediated comunication

Tesis (Profesor de Inglés para la Enseñanza Básica y Media y al grado académico de Licenciado en Educación)This quasi-experimental study was conducted in a private school, in Santiago, Chile, with four groups formed by 9th graders with the same L1 (Spanish) immersed in an EFL context. The purpose of the study was to examine ways in which the potential of peer interaction on learning is maximized. Specifically, the study examined two instructional techniques, both of which have been gaining increasing attention from second language acquisition researchers: (a) training learners how to correct each other (corrective feedback: CF), and (b) synchronous communicative interaction via video-based computer-mediated communication (SVCMC). Participants were divided into four groups depending on their experimental conditions. Group A (SVCMC+CF training) engaged in communicative peer interaction via SVCMC and received CF training. Group B (SVCMC-CF training) was given the same peer interaction tasks but did not receive any CF training. Groups C (FTF+CF training) and D (FTF-CF training) engaged in the same tasks in face-to-face in the classroom while only Group C received CF training. The intervention period lasted two weeks, consisting of four classes of 45 minutes for each of the four groups. The analysis involved (a) learners’ interactional behaviors, namely, language-related episodes, (b) their developmental outcomes with pre- and posttests focusing on past tense and locative usages, and (c) their perceptions based on exit questionnaire with close- and open-items. The results of this study reflected 3 main findings in peer interaction, corrective feedback, and SVCMC. With regard to interactional patterns (peer interaction), corrective feedback training promotes collaboration and so FTF environments, yet in SVCMC dominant patterns were more likely to arise. Meanwhile, CF training helped enhance learners’ language development as their results in the post-test were higher than in the pre-test and, in turn, SVCMC groups outperformed FTF groups. Concerning students’ perceptions, they overtly expressed positive beliefs regarding Peer Corrective Feedback and SVCMC activities. In short, clear differences were found among groups with different interventions resulting in distinct patterns, L2 development outcomes, and learner perceptions.Este estudio cuasi-experimental fue conducido en un colegio privado en Santiago de Chile, con cuatro grupos formados por estudiantes de primer año medio, cuya lengua nativa es el español. Los estudiantes estuvieron inmersos en un contexto EFL. El propósito del estudio fue examinar medios por las cuales el potencial de la interacción entre pares en el aprendizaje sea maximizado. Específicamente, este estudio examinó dos técnicas instructivas, las cuales han recibido recientemente atención paulatina de los investigadores en el campo de la adquisición de un segundo idioma: (a) capacitar a los estudiantes en como corregir a sus pares (retroalimentación), e (b) interacción comunicativa sincronizada a través de video conferencias (ICSV) mediadas por computadores. Los participantes fueron divididos en cuatro grupos según sus condiciones experimentales. El Grupo A (ICSV+ capacitación en retroalimentación) involucrado en interacción comunicativa— entre pares— a través de ICSV y recibieron instrucción en retroalimentación entre pares. Al Grupo B (ICSV – capacitación en retroalimentación) se le dio las mismas tareas, pero no recibió capacitación en retroalimentación. El Grupo C (cara a cara + capacitación en retroalimentación) y el Grupo D (cara a cara – capacitación en retroalimentación) participaron en las mismas tareas cara a cara en la sala de clases mientras que solo el Grupo C recibió capacitación en retroalimentación. El periodo de intervención fue de 2 semanas, compuesto de 4 clases de 45 min para cada uno de los grupos. Este análisis involucró (a) comportamientos interaccionales de los estudiantes, es decir, episodios relacionados con el lenguaje, (b) los resultados que reflejaron el desarrollo del lenguaje de los estudiantes fueron obtenidos mediante una evaluación previa a la intervención y otra posterior a la intervención; las evaluaciones se enfocaron en el uso del pasado simple y locativos, finalmente (c) las percepciones de los estudiantes obtenidas mediante un cuestionario de preguntas cerradas y abiertas. Los resultados de este estudio reflejaron 3 hallazgos principales en cuanto a interacción entre pares, retroalimentación, e ICSV. En cuanto a los patrones interacciónales (interacción entre pares), la retroalimentación y la comunicación cara a cara resultaron promover la colaboración, a diferencia de ICSV en la cual los patrones dominantes tuvieron más probabilidades de surgir. Mientras tanto, la capacitación en retroalimentación ayudó al mejoramiento del desarrollo del lenguaje de los estudiantes ya que sus resultados a lo largo de las evaluaciones pre y post presentaron un alza y, en consecuencia, los grupos que interactuaron a través de ICSV superaron a los grupos que interactuaron cara a cara. Tomando en cuenta las percepciones de los estudiantes, ellos expresaron abiertamente ideas positivas en cuanto a las actividades la capacitación en retroalimentación e ICSV. En resumen, diferencias claras fueron encontradas entre los grupos con diferentes intervenciones resultando en distintos patrones de interacción, resultados en el desarrollo del lenguaje, y percepciones de los estudiantes

Investigating L1 Arabic EFL Learners’ Interactional and Attentional Processes in Text and Voice Task-based Synchronous Computer-Mediated Communication

While there is a growing body of research considering second and foreign language (L2) learners’ interaction and cognitive engagement in synchronous computer-mediated communication (SCMC), much of the speculation is based on the potential of text chat, with a great deal of uncertainty of how L2 learning opportunities can occur in voice chat. However, voice chat has now become more feasible for this specific purpose, due to the widespread availability of the relevant hardware. In addition, relative to text chat, voice chat has higher social presence and increased social and prosodic cues (e.g. voice tone, stress, intonation), which could promote better understanding and smoother flow of communication. There is, however, a dearth of research on its impact on language learning in comparison to the research on text chat. In a study involving 40 (20 dyads) intermediate-level Arabic learners of English, this thesis attempts to fill this gap by investigating the impact of text chat and voice chat on negotiations and noticing during task-based interactions. The study had a one-shot, repeated-measures design. Stimulated recall interviews were carried out after the completion of the task-based interactions in the two modalities, in order to elicit data on the participants’ noticing of interactional feedback. Follow up questionnaires and interviews were also administered to elicit participants’ perceptions of their learning experience in the two modalities. The findings revealed that voice chat generated more negotiation episodes and incidents of noticing of feedback than text chat. These differences were, however, not statistically significant. Conversely, text chat generated significantly more instances of self-initiated noticing (i.e. self-repairs) than voice chat. Self-repair during text chat, however, tended to focus on spelling. These quantitative findings suggested that, regardless of the SCMC modality, both contexts are equally facilitative for promoting negotiated interaction and noticing of feedback. Moreover, qualitative analysis of the learners’ responses in the debriefing interviews revealed their appreciation for both modalities, implying that both contexts could be incorporated in L2 teaching and learning. In addition, as learners reported that text chat was time-consuming and resulted in incoherent and shallow discourse, pedagogical implications stress that learners need to be prepared for this type of communication, so as to ease the level of completing tasks in text chat, increase their productions and support a more rewarding L2 chatting experience. Additionally, the stimulated recall data offered some methodological implications pertaining to the study of the cognitive process of noticing

Social networking and second language acquisition: Exploiting Skype™ Chat for the purpose of investigating interaction in L2 English learning

This thesis examines interaction in a second language (L2) and its effectiveness in pushing the learner\u27s interlanguage, or maturing language system, toward the target language, or L2; specifically, it seeks to determine whether those interactions considered to be most helpful in L2 development are more readily incited between two nonnative speakers (NNS-NNS) or between a nonnative speaker and a native speaker (NS-NNS) of the particular L2. Interactions between four NNS-NNS pairs and five NS-NNS pairs, where English was the L2, took place across three sessions and were structured using communicative tasks. Rather than conversing face-to-face, participants conversed through the medium of synchronous computer-mediated communication, using SkypeTM Chat. The participants\u27 attitudes toward the technology used for interaction and their attitudes toward their interlocutors\u27 native languages were addressed in addition to the central question regarding the type of pairing most effective for L2 interaction. The findings sustain previous conclusions of L2 acquisition theorists and researchers; NNS-NNS pairings were found to be more effective in stimulating the kinds of interactions deemed fruitful for L2 growth. The findings also offer pedagogical suggestions for L2 instructors, weighing the distinct but comparable benefits of L2 interaction that uses both pairings for different purposes in language learning classrooms

Synchronous computer-mediated communication between foreign language learners and prospective teachers

Technology has proven itself as a valuable contribution to educational practices when used in a pedagogically sound manner. In this quasi-experimental study using the Interaction Hypothesis as a theoretical framework, 11 intermediate college-level learners of French and Russian and prospective language teachers had six 30-minute synchronous online chat sessions completing communicative tasks. Using a mixed-methods approach, both quantitative and qualitative data were included in the analysis. The study provides evidence for the positive effect of synchronous computer-mediated communication on second language vocabulary acquisition and prospective teachers\u27 professional development, and underlines the importance of scaffolding in online environments. Vocabulary gains of the language learners did not hold up over a two-week period, and there was a weak relationship between uptake outcome and vocabulary acquisition

The effects of synchronous text-based computer-mediated communication tasks on the development of L2 and academic literacy: A mixed methods study

ABSTRACT The dissertation examines how synchronous text-based computer-mediated communication (SCMC) tasks may affect English as a Second Language (ESL) learners\u27 development of second language (L2) and academic literacy. The study is motivated by two issues concerning the use of SCMC tasks in L2 writing classes. First, although some of the alleged benefits of SCMC, including its visual saliency and the possibility of slower processing speed, have been supported by theories of Second Language Acquisition (SLA), more evidence is still needed since empirical studies have not yet produced enough consistent findings. Second, most studies on SCMC have focused on its influence on learners\u27 development of basic communicative competence while it has been suggested that SCMC may hold great potential for the development of advanced academic literacy (Luo, 2005; Mohan & Luo, 2005) that is considered as an essential goal for L2 writing classes. Therefore, the dissertation addresses these issues using mixed methods research completed in two phases. A quasi-experiment was conducted in the first phase among forty-four international students enrolled in two sections of an ESL academic writing course to examine the differential effects of SCMC and face-to-face tasks. The differential effects were assessed by comparing the students\u27 improvement on measures of L2 grammatical and lexical complexity, accuracy, and fluency (Wolfe-Quintero, Inagaki, & Kim, 1998) from a pre-test to a post-test. The results of the quasi-experiment were also used to help select representative focal students for the multiple case studies in the second phase where the SCMC discourse of the focal students was examined for the details of L2 learning and the development of academic literacy. In analyzing the SCMC discourse of different triads, instances of L2 learning opportunities based on the Interaction approach and sociocultural theory of L2 learning were identified and classified, and the patterns of learning for each triad and between triads were discussed. The SCMC discourse was then re-analyzed to examine how the focal students developed their ability to construct effective arguments by participating in the back-and-forth rhetoric and by learning to use meta-discourse devices appropriately. The patterns of learning observed in the SCMC discourse of the focal students were also compared with the patterns observed from their writing samples. The quasi-experiment and the multiple case studies were connected by a mixed methods research design (Creswell & Plano Clark, 2007, p. 73) whose aim was to understand how SCMC tasks might affect both the outcome and the processes of the development of L2 and academic literacy. The results largely confirmed the benefits of SCMC tasks on L2 written accuracy and fluency, and suggested that SCMC tasks had great positive potential in engaging students in the processes of arguments to help them learn to incorporate discussions of opposing views in building effective arguments. Future research may further examine the differences of learning between pairs, triads, or small groups working on the same SCMC task. Research on the use of SCMC tasks and the learning of meta-discourse devices can also inform pedagogical decisions

A videoconferencing tandem exchange involving adult learners of english and spanish as foreign languages : an interactionist perspective

Pour les fins de la présente étude, des vidéoconférences ayant pour objectif l‘apprentissage en tandem par le jumelage d‘étudiants universitaires de l‘anglais langue étrangère et de l‘espagnol langue étrangère ont été soumises à l‘analyse. Partant du cadre notionnel interactionniste (Ellis et al., 2001a; Loewen, 2005; Long, 1980; Varonis & Gass, 1985), elle vise à examiner quatre phénomènes: 1. les lacunes remarquées par les sujets dans leur propre interlangue, c‘est-à-dire la production d‘épisodes visant la forme/EVF pendant qu‘ils transigent le sens au cours des vidéoconférences avec tâches d‘apprentissage par jumelage de l‘anglais langue étrangère et de l‘espagnol langue étrangère; 2. l‘effet produit ultérieurement sur l‘apprentissage langagier quand l‘apprenant remarque lesdites lacunes épisodiquement; 3. les caractéristiques des EVF permettant le mieux de prédire l‘évolution de l‘apprentissage d‘une langue seconde dans le contexte de l‘utilisation des vidéoconférences; 4. les sources d‘appui auxquelles les sujets ont eu recours pour tirer le meilleur parti des possibilités d‘apprentissage qui se présentent dans une vidéoconférence d‘apprentissage jumelé. Cinq étudiants hispanophones d‘une université mexicaine apprenant l‘anglais langue seconde au niveau intermédiaire ont été jumelés avec cinq étudiants anglophones d‘une université américaine apprenant l‘espagnol au niveau intermédiaire. Les séances d‘apprentissage par jumelage sur vidéoconférence avaient pour point de départ sept tâches sur des thèmes susceptibles d‘intéresser les sujets, à effectuer en conversation libre. Les données recueillies sur dix semaines émanent de trois sources principales: la transcription des vidéoconférences (570 pages), des tests effectués après les séances, soit immédiatement ou avec intervalle d‘attente, et un questionnaire. Grâce à l‘analyse des transcriptions effectuées dans le cadre élaboré par Loewen (2005) pour l‘analyse des EVF, il a été possible de constater que dans les rencontres d‘apprentissage jumelées les étudiants produisaient une quantité importante de tels épisodes, autant du côté espagnol qu‘anglais langue étrangère (915 en tout). Les résultats pour tous les objets linguistiques de type EVF faisant l‘objet de tests effectués après les rencontres ont été réunis afin de permettre la réalisation d‘une analyse Équations d‘estimation généralisées (EEG). L‘analyse des tests effectués immédiatement après les rencontres d‘apprentissage jumelés et de ceux effectués avec un intervalle d‘attente révèle que dans les deux cas, les sujets se rappelaient plus de la moitié des objets linguistiques visés, soient des EVF. Bien que la quantité de tels objets dont les sujets se rappelaient aux tests effectués avec un intervalle d‘attente était moindre, cette différence n‘était pas statistiquement significative. À la différence d‘études réalisées antérieurement (Loewen, 2005; Shekary & Tahririan, 2006) pour lesquelles la prise (uptake) réussie constitue un prédicteur valide de l‘évolution de l‘apprentissage d‘une langue seconde, les analyses de la présente étude portent à croire que l‘unique facteur d‘importance pouvant servir à faire de telles prédictions serait plutôt la correction reportée (deferred timing). L‘analyse des sources d‘appui (Chapelle, 2001) dans lesquelles ont puisé les sujets pendant les rencontres jumelées pour rehausser les possibilités d‘apprentissage pendant les vidéoconférences se sont avérées être de trois types principaux: le clavardage, les images et le tableau blanc. Plus généralement, la présente étude permet d‘affirmer que les rencontres jumelées en vidéoconférence constituent une activité utile pour l‘apprentissage et l‘acquisition d‘une langue seconde. Les incidences de cette étude sur l‘enseignement de même que les pistes de recherches futures qu‘elle suggère sont traitées.The present study analyzed videoconferencing tandem language learning exchanges between university students of English as a foreign language (EFL) and Spanish as a foreign language (SFL). Based on an interactionist perspective (Ellis et al., 2001a; Loewen, 2005; Long, 1980; Varonis & Gass, 1985), it sought to explore: 1. participants noticing of the gap in their interlanguage (i.e., production of focus-on-form episodes/FFEs) during the negotiation of meaning in the context of tandem language learning tasks for EFL and SFL, 2. the effect of incidental noticing on subsequent language learning, 3. the characteristics of FFEs that best predict L2 learning in a videoconferencing context, and 4. the support used by participants to enhance language learning opportunities during the exchanges. Five intermediate level Spanish-speaking EFL students from a Mexican university were paired up with five intermediate level Englishspeaking SFL students from an American university. Seven free conversation type tasks on topics of interest to the participants were the basis for the videoconferencing tandem sessions. Data collected over a ten-week period were gathered from three main sources: videoconferencing session transcripts (570 pages), immediate and delayed posttests, and a background questionnaire. Drawing on Loewen‘s (2005) framework for the analysis of FFEs, the transcripts revealed that students generated a substantive number of FFEs in both the EFL and SFL parts of the tandem exchange (915 in total). Results from the immediate and delayed posttests indicated that participants recalled over half of the targeted FFE linguistic items on immediate and delayed posttests. Although fewer items were recalled on the delayed posttests, this difference was not significant. Results from the FFE linguistic items targeted for the posttests were combined in order to carry out a Generalized Estimating Equation (GEE) analysis. In contrast to previous studies (Loewen, 2005; Shekary & Tahririan, 2006), where successful uptake was a valid predictor for L2 learning, the analysis of the present study revealed that the only significant predictor for L2 learning was deferred timing. Analysis of the support (Chapelle, 2001) used by participants to enhance L2 language learning opportunities during videoconferencing revealed three major types: chat, pictures, and use of the whiteboard. More generally, the present study supports the claim that tandem language learning through videoconferencing is a useful activity for promoting L2 learning/acquisition. Implications for teaching and suggestions for future research are discussed

Modality and task complexity effects on second language production in CMC

Two decades of research on computer-mediated communication (CMC) in language learning settings has shown that integrating technology and communication leads to distinct benefits for language learning, including positive impacts on motivation, anxiety, and engagement in second language communication (Sauro, 2011). However, the majority of this research has been conducted among learners communicating via text while real-world language users are increasingly likely to communicate online in audio and video modes (Peterson, 2010). Audio and video CMC has been shown to lead to more participation (Rossell-Águilar, 2013), different uses of communication strategies (Hung & Higgins, 2016), more focus on form (Bueno-Alastuey, 2010), and higher motivation (Gleason & Suvorov, 2012; Wehner et al., 2011) among second language (L2) learners. Little is known, however, about learner language production in different CMC modalities, which influences how CMC can be integrated into teaching. The current study focuses on L2 learners’ production during communicative tasks in text and video CMC. Two versions of the task were created by manipulating the task complexity variable task structure (Robinson, 2011). Production data were analyzed using measures of syntactic and lexical complexity, linguistic accuracy, and quantity of language produced. The results suggest that complexity and modality both impact the lexical complexity of language production, and that modality also affects the quantity of language produced

Chatting with your Peers:The Role of Text-based Synchronous Computer- Mediated Communication on L2 Oral Development, Language Learning Motivation, and Anxiety

This classroom-based study explored whether synchronous computer-mediatedpractice through a series of interactive narrative tasks can influence second language (L2) oral development by transferring skills across modalities. It also investigated the relationship between learners’ affective variables and synchronous computer-mediated communication (SCMC) task perception. The participants consisted of 15 low-intermediate adolescent refugee learners of English, who were enrolled in an English foreign language (ΕFL) class ata vocational training center in the Netherlands.In this study, a within-subject design was used. To improve ecological validity, the oral and chat data collection was completed during the students’ regular English classes. After the administration of the posttest, the participants filled out a language motivation and anxiety questionnaire (Kormos et al., 2011) containing items on language learning anxiety, and motivation. Further questions were also addressed to the learners and the English classroomteacher in order to evaluate deeper their perceptions regarding the use of SCMC in the FL classroom.The participants’ chat logs and speech samples were coded manually for generalaccuracy, task-specific accuracy, fluency, and functional language use (FLU) measures. Descriptive statistics and multiple comparisons of means were performed for the different linguistic variables for both SCMC and face-to-face (F2F) pretests and posttests. Correlation matrix analyses based on ranks were performed to investigate how the constructs of anxiety, motivation, and task perception were related to each other.The results showed that this task-based SCMC instructional treatment had astatistically significant, and strong effect on most of the linguistic measures used to gauge chat and oral performance. The similar gains in chat and oral interaction further supported the potential transferability of SCMC learning outcomes to F2F communication. The findings also revealed that on average the participants hold positive attitudes towards the use of SCMCin the classroom. Overall, this study highlights the benefits and challenges of text-chat interaction as a learning environment for L2 development and discusses the implications for further research and FL pedagogy