Article published In:
TASKVol. 2:2 (2022) ► pp.218–247
Enhancing target language output through synchronous online learner-learner interaction
The impact of audio-, video-, and text-chat interaction on learner output and affect
In this study, we compared the impact of audio-, video-, and text-chat interaction on target language use during
online learner-learner interaction and on learner affect amongst adolescent learners of German as a foreign language. Repeated
measures and ANOVA analyses revealed a high percentage of target language output in all conditions for all four tasks, especially
in text- chat. Audio-chatters produced the most output and used the most meaning negotiation, compensation strategies, self-repair
and other-repair strategies. Learners in all conditions gained in enjoyment, willingness to communicate and self-efficacy. Anxiety
reduced for text-chatters. Task effects partly determined the quantity of L2 output, while condition effects determined meaning-oriented and
form-focused processing.
Article outline
- Introduction
- Theoretical and empirical background
- Modality and interactional processes
- Modality and focus on meaning
- Modality and focus on form
- Modality and learner affect
- The present study
- Method
- Participants
- Design
- Intervention
- Procedure
- Measures
- Learner output
- Affect
- Vocabulary
- Experience using digital tools
- Data analysis
- Results
- The effect of audio-, video-, and text-chat interaction on learner performance (RQ1)
- Output quantity
- Focus on meaning and focus on form
- The effects of condition on learners’ affective states RQ2)
- Discussion and conclusion
- Limitations and suggestions for future research
- Implications for practice
-
References
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