Interruptions in chat

Abstract

The research on text-based synchronous computer-mediated communication (SCMC), while generally acknowledging the potential benefits afforded by the medium's capacity for extensive self-repair, has done little in the way of exploration of the nature of such text. Indeed, until quite recently, output logs have been favored almost exclusively at the expense of richer records of the interaction that can better account for this deleted text. Another basic aspect of SCMC interaction is the occurrence of interruptions initiated by one's interlocutor during the message composition phase. The possible effect of these interruptions on the chat interaction, however, has again been largely ignored in the literature. This study examines the relationship between these interruptions and deleted text as well as the effect such interruptions have on the subsequent output produced by learners.

Technology in Language Use, Language Teaching, and Language Learning

“…Using the screen capture software Camtasia, researchers have also established that relying on chat logs alone is insufficient in explorations of important second language acquisition (SLA) constructs such as learner self‐repair (O'Rourke, , ; Smith, ). They have also shown the effect such self‐repair has on the complexity of subsequent learner output (Sauro & Smith, ; Smith & Sauro, ).…”

Interaction and instructed second language acquisition

“…This slower pace of interaction is proposed to benefit learners by giving them more time to draw on their explicit linguistic knowledge as they formulate their text. In addition, researchers argue that text chat can help with noticing because there is a written record for learners to refer to, thus allowing them to scroll back through the conversation to check on linguistic forms (Beauvois 1992; Smith & Sauro 2009).…”

Language–Learner Computer Interactions: Theory, Methodology, and CALL Applications

“…For example, based on the output logs alone, one may very well get the impression that the text-based medium does not greatly affect leaners' likelihood to attend to their own output. In follow-up work, it was discovered that a more detailed record provided access to key information about the effects of "interruptions" by the interlocutor on the output produced by learners (Sauro & Smith, 2010;Smith & Sauro, 2009). Learners were also found to produce more complex or sophisticated language immediately after they delete a portion of their own text before sending it on to their interlocutor.…”