Comparative Study of the Effect of Face-to-Face and Computer Mediated Conversation Modalities on Student Engagement: Speaking Skill in Focus

Autor/inn/en	Bagheri, Maryam; Mohamadi Zenouzagh, Zohre
Titel	Comparative Study of the Effect of Face-to-Face and Computer Mediated Conversation Modalities on Student Engagement: Speaking Skill in Focus
Quelle	In: Asian-Pacific Journal of Second and Foreign Language Education, 6 (2021), Artikel 5 (23 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mohamadi Zenouzagh, Zohre)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2363-5169
DOI	10.1186/s40862-020-00103-0
Schlagwörter	Interpersonal Communication; Computer Mediated Communication; Males; English Language Learners; Learner Engagement; English (Second Language); Second Language Instruction; Language Usage; Foreign Countries; Syntax; Native Language; Speech Acts; Iran + Suchen Sie Ihr Suchwort? Interpersonale Kommunikation; Computerkonferenz; Male; Männliches Geschlecht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Sprachgebrauch; Ausland; Sprechakt
Abstract	This study investigated the potentials of face-to-face and computer mediated conversation (CMC) as two speaking modalities on students' engagement. To this end, 30 Iranian male intermediate EFL learners were selected on the basis of their performance on OPT (Oxford Placement Test) and assigned into the research groups. The progression of face- to- face and CMC groups from limited to elaborate engagement at verbal, paralinguistic and functional levels was assessed using transcription analysis in face-to-face group and chat log analysis in CMC group. The limited and elaborate student engagement indicators in two modalities were identified via Maxqda software. The results of Maxqda analysis indicated that limited engagement was associated with appeal for help, silence, pauses and hesitations, focus on syntax, involvement with procedural talk and L1 use. Respectively, elaborate engagement was associated with avoiding L1 use, focus on discourse, involvement with actual talk and strategic discourse management rather than pause and silence. Chi-square analysis on frequency of indicators of limited and elaborate engagements on verbal, paralinguistic and functional levels indicated that limited and elaborate engagements occurred with different proportions in face-to-face and CMC conversations. Teaching practitioners would benefit the findings of the study since the findings illustrate how students' engagement in learning evolves and how speaking modalities may impact the pattern of students' engagement over time. The finding also suggest one way for improving student engagement without over-intervening of teachers is using modalities such as forums where the teacher presence is limited and students have to manage the discourse themselves which in turn increases student engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01