Focus-on-Form and L2 learning in synchronous computer-mediated communication: Language proficiency and dyadic types

Wan Tsai Kung, Zohreh Eslami

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Citation (Scopus)

Abstract

This chapter reports on a study of the effectiveness of interaction in synchronous computer-mediated communication (SCMC) context by comparing the nature of negotiations between learners of different proficiency levels in different dyadic types (NS/NNS and NNS/NNS). Dyads performed two tasks using textual SCMC interactions. Language-related episodes (LRE) were identified and used as a basis for individualized tailor-made tests to assess the learners' subsequent learning outcome. The results revealed that in the NS-NNS dyads, no significant difference in the frequency of LREs produced was found between the lower- and higher-proficiency learners whereas in the NNS-NNS dyads, the lower-proficiency learners produced significantly more LREs than their higher-proficiency interlocutors. Additionally, the learners of both proficiency groups interacting with NSs produced significantly more LREs than learners interacting with NNSs. However, no significant differences were found in the test performance of learners of different proficiency levels in either dyadic type.

Original languageEnglish
Title of host publicationHandbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching
PublisherIGI Global
Pages118-139
Number of pages22
ISBN (Electronic)9781522551416
ISBN (Print)1522551409, 9781522551409
DOIs
Publication statusPublished - 23 Feb 2018

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ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Kung, W. T., & Eslami, Z. (2018). Focus-on-Form and L2 learning in synchronous computer-mediated communication: Language proficiency and dyadic types. In Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching (pp. 118-139). IGI Global. https://doi.org/10.4018/978-1-5225-5140-9.ch006