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In:Technology and Instructed Second Language Acquisition: Connecting research and pedagogy
Edited by Shawn Loewen, Frederick J. Poole, Hyun-Bin Hwang and Matthew D. Coss
[Language Learning & Language Teaching 63] 2025
► pp. 271–292

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Chapter 12
Text/video chat and other online collaboration tools

 | University of Hawaiʻi at Mānoa
Published online: 27 October 2025
DOI logo with link
https://doi.org/10.1075/lllt.63.12zie
Abstract
Numerous scholars have highlighted the affordances associated with technology-mediated interaction for language learning (e.g., Ziegler, 2016) as well as accessibility (e.g., Gonzalez-Lloret & Ortega, 2014). For example, previous research suggests that online interaction provides opportunities for negotiation and corrective feedback, and has positive effects on second language (L2) learning outcomes. Studies also demonstrate that online interaction can foster engagement and participation, as well as facilitate learners’ intercultural understanding and reduce anxiety. Beginning with a review of past research, this chapter will explore the various affordances of online collaboration tools, such as text- and multi-modal chat, and how educators might apply them in the second and foreign language classroom. Pedagogical suggestions are addressed, and directions for future research are provided.
Article outline
  • Introduction
  • Theories and research
    • Theoretical foundations
    • Technology, interaction, and instructed SLA — Theory and research
    • Exemplary synchronous computer-mediated communication and instructed SLA study
    • Generalizability and representativeness
  • Pedagogical applications and considerations
  • Pedagogical scenario for reflection
    • Scenario: Building community in an EAP content course
  • Extension resources
    • Topics for research projects
    • Topics for (action) research projects
  • Generative AI use acknowledgement
  • References
References (83)
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