Article published in:Technology-mediated feedback and instruction
Edited by Hossein Nassaji and Eva Kartchava
[ITL - International Journal of Applied Linguistics 170:2] 2019
► pp. 251–276
Technology-mediated task-based interaction
The role of modality
This exploratory study examines the extent to which mode differentially impacts the quantity and quality of interactional features in second language (L2) task-based interaction. Following a within-subject, repeated measures design, intermediate adult learners (n = 20) completed four (counter-balanced) tasks with a confederate interlocutor in the following conditions: audio-chat, video-chat, text-chat, and multimodal chat (in which participants could interact using more than one form of communication). Quantitative analyses examined the quality of learners’ interactions, including negotiation, recasts, and LREs. Data regarding learners’ perceptions of type of technology were also collected to provide a more holistic perspective. The results demonstrate differences in terms of interactional features and learners’ preference based on mode of technology.
Keywords: SCMC, multimodality, task-based language learning, language related episodes, corrective feedback
Published online: 08 October 2019
Beauvois, M. H.
Blake, R. J.
Bueno-Alastuey, M. C.
Chapelle, C. A.
Chun, D. M.
Doughty, C. J., & Long, M. H.
Faraco, M., & Kida, T.
Gass, S. M., & Mackey, A.
González-Lloret, M., & Ortega, L.
Gurzynski-Weiss, L., & Baralt, M.
Keck, C. M., Iberri-Shea, G., Tracy-Ventura, N., & Wa-Mbaleka, S.
Kelm, O. R.
Kern, R. G.
Kim, Y., & McDonough, K.
Lai, C., & Li, G.
Leeser, M. J.
Long, M. H.
Mackey, A., & Goo, J.
Mackey, A., Oliver, R., & Leeman, J.
McDonough, K., & Mackey, A.
Salaberry, M. R.
Sauro, S., & Smith, B.
Sueyoshi, A., & Hardison, D. M.
Swain, M. & Lapkin, S.
Sykes, J. M.
Yanguas, I., & Bergin, T.
Yilmaz, Y., & Yuksel, D.
Ziegler, N. & Smith, G.
Cited by 1 other publications
This list is based on CrossRef data as of 15 september 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.