Synchronous computer-mediated communication and task-based learning in the EFL classroom

Abstract

Synchronous computer-mediated communication (SCMC) offers second/foreign language (L2/FL) learners’ interactional environments that are unique to face-to-face (F2F) communication. Such modes have the potential to facilitate better learning outcomes under certain conditions. The aim of this study was to compare the capacity of two online modes – text chat and voice chat – to promote uptake of targeted vocabulary in an English as a foreign language (EFL) classroom setting. Three distinct tasks (opinion exchange, dictogloss, problem-solving task) were used to measure the effectiveness of both modes to facilitate immediate and delayed uptake compared to F2F communication. The study investigated: (1) how task design and communication mode affected EFL uptake; (2) the effect time allocation had; and (3) the degree to which task perceptions differed depending on communication mode. The effectiveness of the three modes and tasks was measured using a series of pre-tests and post-tests. Post-questionnaires and interviews were also conducted to gain insight into the participants’ perceptions of the tasks. The investigation revealed both similarities and differences in the way SCMC and F2F communication affected learner uptake and demonstrated that certain task design features, such as input, time allocation, and goal orientation, can play a role in the effectiveness of text chat and voice chat to promote uptake in the EFL classroom.