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Article published In: TASK
Vol. 2:2 (2022) ► pp.218–247

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Enhancing target language output through synchronous online learner-learner interaction

The impact of audio-, video-, and text-chat interaction on learner output and affect

 | University of Amsterdam, Netherlands
ORCiD logo with link | Amsterdam University of Applied Sciences, Netherlands
ORCiD logo with link | University of Amsterdam, Netherlands
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Available under the Creative Commons Attribution (CC BY) 4.0 license.

For any use beyond this license, please contact the publisher at rights@benjamins.nl.

Open Access publication of this article was funded through a Transformative Agreement with University of Amsterdam.

Published online: 24 January 2023
DOI logo with link
https://doi.org/10.1075/task.21003.guc
Abstract
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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