This study sought to determine the difference in text-based negotiated interaction between non-native speakers of English (NNS-NNS) and between non-native and natives (NNS-NS) in terms of the frequency of negotiated instances, successfully resolved instances, and interactional strategy use when the dyads collaborated on Facebook. It involved 10 native English speakers and 30 learners of English as a foreign language (EFL). NNS-NNS dyads consisted of five H-H pairs and five L-L pairs (H and L representing high- and low-proficiency learners). Similarly, NNS-NS dyads comprised five H-N pairs and five L-N pairs (N being native speakers). All dyads were required to use text chats to complete the given reading tasks synchronously in chatrooms on Facebook. The results suggested that negotiated instances, successfully resolved instances, and interactional strategy use occurred more frequently in H-H pairs than in L-N, L-L, or H-N pairs. In terms of strategy use, H-H, H-N, and L-N dyads were likely to engage in negotiated interaction by employing strategies such as clarifying unclear expressions or checking their comprehension, while L-L used interactional mechanisms infrequently and tended to use strategies such as continuers and asking for assistance. The research concludes with the pedagogical implications of the results.
Game enhanced learning (GEL) or computer aids education (CAE) presupposes that game-like applications and computer-based tools enable to improve learners' cognitive and social skills. However, there is a limited amount of relevant literature and empirical studies available to provide a better understanding of how the fuzzy mathematical model is applied in an English-as-a-foreign-language (EFL) learning context. This research is intended to propose a decision-making model on the university EFL students' approach to learning through playing games on Facebook. This study administered an online questionnaire to the university students, and then mined their opinions, in an attempt to build a possible learning approach and analyzing model. The issue of whether CAE combining games motivates university students to learn is explored by employing the fuzzy decision-making model which was applied within this case study. The results indicated a positive relationship between learning and playing games via Facebook as university students playing games on Facebook would enhance learning the subject of English, especially in enhancing learning motivation. This research suggests that it is necessary to apply this fuzzy model in other courses in order to make comparisons. It also suggests that teachers should design simple games for their lessons to enhance their students' learning motivation.
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