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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

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Technology-mediated task-based interaction

The role of modality

 | University of Hawai'i at Mānoa
 | University of Hawai'i at Mānoa
Published online: 8 October 2019
DOI logo with link
https://doi.org/10.1075/itl.19014.zie
Abstract
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.
Article outline
  • Introduction
  • The cognitive-interactionist approach to SLA
  • Synchronous computer-mediated communication (SCMC)
    • The role of SCMC modality on interactional features
    • The role of SCMC modality on L2 development
    • Learners’ perceptions of modality
  • The current study
    • Purpose of the study
    • Participants
    • Materials
      • Story-based jigsaw tasks
      • Exit survey questionnaire
    • Procedure
      • Consent form and practice task
      • SCMC modes
      • Exit survey questionnaire
      • Data transcription
    • Coding and analysis
  • Results and discussion
    • Corrective feedback
      • Recasts
    • Modified output and modified output opportunities
    • Language related episodes (LREs)
      • Ease of task completion
      • Mode of preference
      • Learning support
  • Conclustion, limitations, and implications for further research
  • Acknowledgements
  • References
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