From chatting to confidence: a case study of the impact of online chatting on international teaching assistants' willingness to communicate, confidence level and fluency in oral communication

Compton, Lily

doi:10.31274/rtd-180814-5133

Cited by 4 publications

(5 citation statements)

References 33 publications

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“…Further, replications with more and less anxious learners are also recommended. As already stated, the finding that learners are less anxious is an important one and merits further investigation because it suggests that text chat might break the ‘vicious circle’ of speaking anxiety and low speaking proficiency (Compton 2002: 25). While a likely explanation for the finding is that text chat places less time pressure on learners than voice chat, as the authors themselves suggest, there are a number of other possible explanations for the findings.…”

Section: The Original Studies and Suggested Approach To Replicationmentioning

confidence: 98%

“…First, it focuses on a learner variable which has been found to be negatively associated with oral test performance, namely foreign language learning anxiety (Phillips 1992; Hewitt & Stephenson 2012). Second, it identifies a possible solution which may help break the ‘vicious circle’ of speaking anxiety and low speaking proficiency (Compton 2002: 25, cited in Satar & Ӧzdener 2008). At post-test, Satar & Ӧzdener (2008) found that learners who had completed tasks through the medium of text chat during their intervention had lower levels of anxiety than learners completing tasks through the medium of audio chat.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Replication research in computer-assisted language learning: Replication of Neri et al. (2008) and Satar & Ӧzdener (2008)

Handley¹

2017

Lang. Teach.

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This paper argues that key findings from computer-assisted language learning (CALL) research need to be replicated to permit the construction of a valid and reliable evidence-base which can inform the design of future CALL software and activities, together with language teachers’ decisions about their adoption. Through the critical examination of two key studies, the limitations of much current CALL research with respect to the construction of such an evidence-base are highlighted and approaches to replication which may overcome these limitations are discussed. Like much CALL research, both papers are experimental studies. Key issues raised by the two studies are the need to: (1) conduct replications focused on attributes and affordances which transcend multiple technologies which might be employed in CALL, (2) collect process data to increase the explanatory power of studies, and (3) link CALL research to relevant second language acquisition (SLA) theory and research to increase the explanatory power of studies and integrate the findings from individual studies into the CALL and SLA evidence-base more broadly. Emphasis is also placed on the need to conduct replications with different populations in different settings in order to demonstrate the validity and reliability of current findings.

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Section: The Original Studies and Suggested Approach To Replicationmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Replication research in computer-assisted language learning: Replication of Neri et al. (2008) and Satar & Ӧzdener (2008)

Handley¹

2017

Lang. Teach.

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“…Most students agreed that the CMC tasks were a useful practice for future spoken conversations. It might be that this perceived growth boosted their self-confidence and sense of accomplishment, which helped in decreasing hesitation when speaking, thus breaking the vicious circle of helplessness as explained by Compton (2002).…”

Section: The Transfer From L2 Text Chat To Oral Task-based Performanc...mentioning

confidence: 99%

Chatting with Your Peers across Modalities: Effects of Performing Increasingly Complex Written Computer-Mediated Tasks on Oral L2 Development

Korvesi

Michel

2022

Languages

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This study investigates whether peer interaction in a second language (L2) using written computer-mediated communication (CMC or text chat) may function as a bridge into oral performance. By designing and sequencing tasks according to the SSARC model of task complexity (we also examine its effects on L2 development. Finally, we explore the role of learners’ affective variables for L2 performance and development. Fifteen low–intermediate adolescent refugee learners of L2 English in the Netherlands participated in the study. Using a within-subject pre-test post-test design, we examined their language performance in both text-based CMC and face-to-face (F2F) tasks before and after a task-based classroom intervention. Results show that the intervention had a significant and strong effect on most of the linguistic measures of complexity, accuracy, and fluency (CAF). Similar gains in text chat and oral interaction provide evidence that a direct transfer of language experiences across modalities can occur. Together with the fact that most participants valued the use of written CMC in the classroom, our findings indicate that increasingly complex text chat tasks can be an effective way to promote the oral skills of language learners. We discuss our findings in light of how the design of written CMC tasks can afford L2 development across modalities.

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“…These studies have provided the field with evidence that CMC alters the traditional rules of classroom-based interaction thereby promoting increased participation and opportunities for L2 use among a wider range of students. This has resulted in further research which has investigated, for example, whether network-based CMC would facilitate the development of grammatical competence through the negotiation of meaning (Pellettieri, 2000) or whether the confidence building of text chatting would lead to an increase in spoken fluency (Compton, 2002). In spite of these beneficial opportunities computer-mediated interaction can provide in second language learning environments, analysis of CMC interaction in a range of contexts has identified social, linguistic, and technical factors which can limit the richness of interaction in a CMC environment.…”

Section: Cmc In the L2 Classroommentioning

confidence: 99%

Strategic Use of Modality during Synchronous CMC

Sauro¹

2009

CALICO Journal

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Research on computer-mediated communication (CMC) in the second language (L2) classroom has revealed the potential for technology to promote learner interaction and opportunities for negotiation of meaning as well as to provide opportunities for language access outside the classroom environment. Despite this potential, social, linguistic, and technical factors can still limit the richness of interactional opportunities for L2 learners engaged in synchronous CMC. However, the multimodality of synchronous CMC may provide learners with tools and strategies (e.g., change of modality of communication by making selective use of text chat) that can help them garner increased opportunities for target language production. Such strategies were utilized during a 20-minute bimodal CMC exchange between a pair of L2 learners. During the course of the interaction, one learner employed voice chat almost exclusively, thereby positioning himself initially as the leader and more productive member of the conversation. However, at a midpoint in the interaction, the other learner began using the text chat option to gain a foothold in the conversation when her spoken turns were interrupted, ignored, or missed by her partner. By strategically appropriating the text-chat tool, she was able to negotiate the initial interactional asymmetries and reposition herself as a contributing, even guiding, member of the conversation.

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From chatting to confidence: a case study of the impact of online chatting on international teaching assistants' willingness to communicate, confidence level and fluency in oral communication

Cited by 4 publications

References 33 publications

Replication research in computer-assisted language learning: Replication of Neri et al. (2008) and Satar & Ӧzdener (2008)

Replication research in computer-assisted language learning: Replication of Neri et al. (2008) and Satar & Ӧzdener (2008)

Chatting with Your Peers across Modalities: Effects of Performing Increasingly Complex Written Computer-Mediated Tasks on Oral L2 Development

Strategic Use of Modality during Synchronous CMC

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