Text-based negotiated interaction of NNS-NNS and NNS-NS dyads on Facebook

Abstract

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.

Development of theoretical framework and measures for the role of social media in realizing corporate social responsibility through native and non‐native communication modes: Moderating effects of cross‐cultural management

“…The frequency of negotiation instances through social media such as Facebook for NNS–NNS and NS–NNS dyads warrants situational and conceptual interims for text‐based negotiations through which interactional strategy can be evolved by MNCs (Liu, ). Communication has been found to be restructured through either NNS–NNS or NS–NNS dyads.…”

Social media in second and foreign language teaching and learning: Blogs, wikis, and social networking

“…Jin 2015) found improvement in measures of intercultural competence in Facebook discussions compared to control groups. While she did not compare them to face-to-face equivalents, Liu (2017) found more instances of negotiation and resolution in Facebook chats among high-level proficiency learners than low-level, who relied more on requests for help. Although these results are interesting, future research should focus on which particular social media dynamics lead to L2 learning affordances by isolating task and contextual variables.…”

Computer ‐supported collaboration and written communication: Tools, methods, and approaches for second language learners in higher education

“…However, language level also plays an important role in the type of interactions as a higher linguistic ability is necessary for negotiation of meaning in online discourse. S. H. J. Liu (2017) found that more interaction and more clarification of meaning took place between high‐level learners than with low‐level learners or with native speakers in Facebook interactions. Furthermore, the interactions without native speakers produced more confirmation checks, requests, and negotiation.…”

“…Furthermore, the interactions without native speakers produced more confirmation checks, requests, and negotiation. S. H. J. Liu (2017) believed native speakers had a greater tolerance for grammatical errors or found it embarrassing to frequently correct student errors.…”