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

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

Chatting with Your Peers across Modalities:Effects of Performing Increasingly Complex Written Computer-Mediated Tasks on Oral L2 Development

This study investigates whether peer interaction in a second language (L2) using written computer-mediated communication (CMC or text chat) may function as a bridge into oral performance. By designing and sequencing tasks according to the SSARC model of task complexity (we also examine its effects on L2 development. Finally, we explore the role of learners’ affective variables for L2 performance and development. Fifteen low–intermediate adolescent refugee learners of L2 English in the Netherlands participated in the study. Using a within-subject pre-test post-test design, we examined their language performance in both text-based CMC and face-to-face (F2F) tasks before and after a task-based classroom intervention. Results show that the intervention had a significant and strong effect on most of the linguistic measures of complexity, accuracy, and fluency (CAF). Similar gains in text chat and oral interaction provide evidence that a direct transfer of language experiences across modalities can occur. Together with the fact that most participants valued the use of written CMC in the classroom, our findings indicate that increasingly complex text chat tasks can be an effective way to promote the oral skills of language learners. We discuss our findings in light of how the design of written CMC tasks can afford L2 development across modalities

Chatting with Your Peers across Modalities: Effects of Performing Increasingly Complex Written Computer-Mediated Tasks on Oral L2 Development

This study investigates whether peer interaction in a second language (L2) using written computer-mediated communication (CMC or text chat) may function as a bridge into oral performance. By designing and sequencing tasks according to the SSARC model of task complexity (we also examine its effects on L2 development. Finally, we explore the role of learners’ affective variables for L2 performance and development. Fifteen low–intermediate adolescent refugee learners of L2 English in the Netherlands participated in the study. Using a within-subject pre-test post-test design, we examined their language performance in both text-based CMC and face-to-face (F2F) tasks before and after a task-based classroom intervention. Results show that the intervention had a significant and strong effect on most of the linguistic measures of complexity, accuracy, and fluency (CAF). Similar gains in text chat and oral interaction provide evidence that a direct transfer of language experiences across modalities can occur. Together with the fact that most participants valued the use of written CMC in the classroom, our findings indicate that increasingly complex text chat tasks can be an effective way to promote the oral skills of language learners. We discuss our findings in light of how the design of written CMC tasks can afford L2 development across modalities

Chatting with Your Peers across Modalities: Effects of Performing Increasingly Complex Written Computer-Mediated Tasks on Oral L2 Development

This study investigates whether peer interaction in a second language (L2) using written computer-mediated communication (CMC or text chat) may function as a bridge into oral performance. By designing and sequencing tasks according to the SSARC model of task complexity (we also examine its effects on L2 development. Finally, we explore the role of learners’ affective variables for L2 performance and development. Fifteen low–intermediate adolescent refugee learners of L2 English in the Netherlands participated in the study. Using a within-subject pre-test post-test design, we examined their language performance in both text-based CMC and face-to-face (F2F) tasks before and after a task-based classroom intervention. Results show that the intervention had a significant and strong effect on most of the linguistic measures of complexity, accuracy, and fluency (CAF). Similar gains in text chat and oral interaction provide evidence that a direct transfer of language experiences across modalities can occur. Together with the fact that most participants valued the use of written CMC in the classroom, our findings indicate that increasingly complex text chat tasks can be an effective way to promote the oral skills of language learners. We discuss our findings in light of how the design of written CMC tasks can afford L2 development across modalities