Effects of SCMC Mode and Learner Familiarity on Peer Feedback in L2 Interaction

Autor/inn/en	Dao, Phung; Duong, Phuong-Thao; Nguyen, Mai Xuan Nhat Chi
Titel	Effects of SCMC Mode and Learner Familiarity on Peer Feedback in L2 Interaction
Quelle	In: Computer Assisted Language Learning, 36 (2023) 7, S.1206-1235 (30 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dao, Phung) ORCID (Duong, Phuong-Thao) ORCID (Nguyen, Mai Xuan Nhat Chi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2021.1976212
Schlagwörter	Computer Assisted Instruction; Teaching Methods; Second Language Learning; Second Language Instruction; Synchronous Communication; Student Attitudes; Feedback (Response); Familiarity; Accuracy; Video Technology; Comparative Analysis; Peer Evaluation; Educational Benefits; English (Second Language); Foreign Countries; Language Tests; Vietnam; Test of English for International Communication + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Schülerverhalten; Bildungsertrag; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Language test; Sprachtest
Abstract	This study investigated the effects of synchronous computer-mediated communication (SCMC) mode and interlocutor familiarity on frequency and characteristics of peer feedback in L2 interaction. Fifty dyads of EFL learners were equally assigned into familiar (+/--) groups and performed an interactive task in two SCMC modes (text/video-chats). After their interactions, they were interviewed individually about the impact of SCMC mode and interlocutor familiarity on the provision of feedback. Learners' text/video-chats were coded for feedback frequency and characteristics (e.g. type, linguistic focus, accuracy, and modified output). Results show that more instances of feedback were observed in the video- than text-chats; however, interlocutor familiarity did not affect the amount of feedback. Despite differences in types, feedback's linguistic focus and accuracy, frequency and characteristics of modified output were relatively similar between two SCMC modes. Content-based analyses of the interviews revealed that learners attributed the differences in feedback occurrence to various characteristics of the SCMC modes rather than interlocutor unfamiliarity. The results suggest greater benefits of the video-chat over the text-chat in promoting peer feedback and emphasise the importance of establishing a positive relationship among learners during L2 SCMC interaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01