Is SLA Interactionist Theory Relevant to CALL? A Study on the Effects of Computer-Mediated Interaction in L2 Vocabulary Acquisition

Fuente, María José De La

doi:10.1076/call.16.1.47.15526

Cited by 77 publications

(25 citation statements)

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“…Metacognitive strategies were employed more often in the post-course stage. This might indicate that students were more attuned to consciously processing language input and output by regulating their cognitive processing of L2 knowledge to get their meaning across more effectively and comprehensibly (see Fuente, 2003;Oxford, 2011). Interestingly, while negotiating on a word that seemed troublesome to the peer due to its unfamiliarity or the issue of pronunciation, students tried to explore alternative strategies when commonly used strategies had been mustered unsuccessfully.…”

Section: Discussionmentioning

confidence: 99%

EFL learners’ strategy use during task-based interaction in Second Life

Chen

2016

AJET

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Motivated by theoretical and pedagogical concerns that the link between second language (L2) learners' second language acquisition (SLA) and language use in 3D multi-user virtual environments (MUVEs) is still not fully connected in current SLA literature, this study examined the patterns of English as a foreign language (EFL) learners' employment of communication strategies during task-based interaction in Second Life (SL). Nine adult EFL learners worldwide were recruited, and they used their avatars to negotiate meaning with peers in interactional tasks via voice chat in SL. Results reveal that confirmation checks, clarification requests, and comprehension checks were the most frequently used strategies. Other types of strategy use were also discovered, such as a request for help, selfcorrection, and topic shift -accompanied by a metacognitive strategy and spell-out-theword that had not been previously documented in task-based research in 3D MUVEs. This study demonstrated that SL could offer an optimal venue for EFL learners' language acquisition to take place and prompt their cognitive processing during task-based interaction. Additionally, 3D multimodal resources afforded by SL provide additional visual support for EFL students' input acquisition and output modifications. A call for more research on voice-based task interaction in 3D MUVEs is also needed.

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Section: Discussionmentioning

confidence: 99%

EFL learners’ strategy use during task-based interaction in Second Life

Chen

2016

AJET

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“…Only a small number of empirical studies have tried to ascertain directly what language learning benefits can be shown to accrue from the use of SCMC (e.g., Fuente, 2003 on the acquisition of word meanings; Payne & Whitney, 2002 on the development of oral proficiency; Salaberry, 2000 on morphosyntactic development; Sullivan & Pratt, 1996 on writing quality; Sykes, 2005 on pragmatic development). There are two likely reasons for this: first, it is methodologically difficult to isolate effects of a single type of learning activity; and second, since the technology is relatively new and its use for language learning newer still, it makes sense to begin with the logically prior question of what SCMC activity actually looks like.…”

Section: Established Research Perspectivesmentioning

confidence: 99%

The other C in CMC: What alternative data sources can tell us about text-based synchronous computer mediated communication and language learning

O’Rourke

2008

Computer Assisted Language Learning

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Most research on text-based synchronous computer-mediated communication (SCMC) in language learning has used output logs as the sole data source. I review interactionist and sociocultural SCMC research, focusing in particular on the question of technological determinism, and conclude that, from whichever perspective, reliance on output logs leads to an impoverished picture of the experience of SCMC users and of phenomena relevant to learning. The assumption that output logs are an adequate data source fails to give due weight to the specificities of this form of communication, in particular the constraints and affordances of the computer interface. I examine the potential contribution of other data sources, providing by way of illustration an analysis of sample eye-tracker data from a tandem SCMC session.

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“…As technology becomes more ubiquitous, it is not surprising that the field of SLA is rapidly incorporating CALL as a key component in the L2 learning environment (Blake, 2008;Jamieson, Chapelle, & Preiss, 2005;Kern & Warschauer, 2000). Nor is it surprising that CALL materials have become popular mediators used for vocabulary development (Chun & Payne, 2004;De la Fuente, 2003;Groot, 2000;Tozcu & Coady, 2004;Zapata & Sagarra, 2007). These tools help enhance language instruction and offer additional practice that doesn't deter from limited classroom instruction.…”

Section: Introductionmentioning

confidence: 99%

What’s in a Bot? L2 Lexical Development Mediated through ICALL

Arispe¹

2014

OJML

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In recent years, the field of Second Language Acquisition (SLA) has made great strides to refocus its attention on the essential role that vocabulary plays in becoming a proficient L2 learner (Nation, 2001). Moreover, Computer Assisted Language Learning (CALL) has made advances in providing interactive online tools that help L2 learners strategically engage and work through their vocabulary development. This present study reports on how an Intelligent CALL tool (ICALL), Langbot, helps learners at the beginner and intermediate levels with their lexical acquisition. Modeled after instant messaging systems, which create a synchronous communicative environment, Langbot acts like a pedagogical scaffold or online buddy that caters to the vocabulary needs of each individual learner. It provides 1) translation requests with examples in context, 2) a frequency-based "word of the day" and 3) quizzes based on recent inquiries and a specific frequency range according to the learner's level. The results from breadth and depth tests (N = 142), suggest that learners at all levels that have access to Langbot significantly improve their vocabulary breadth, while only intermediate-high learners with access to Langbot improve their vocabulary depth. Furthermore, survey data demonstrate Langbot's effectiveness and accessibility based on learner perceptions.

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Is SLA Interactionist Theory Relevant to CALL? A Study on the Effects of Computer-Mediated Interaction in L2 Vocabulary Acquisition

Cited by 77 publications

References 0 publications

EFL learners’ strategy use during task-based interaction in Second Life

EFL learners’ strategy use during task-based interaction in Second Life

The other C in CMC: What alternative data sources can tell us about text-based synchronous computer mediated communication and language learning

What’s in a Bot? L2 Lexical Development Mediated through ICALL

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