This study explores task-based, synchronous oral computer-mediated communication (CMC) among intermediate-level learners of Spanish. In particular, this paper examines (a) how learners in video and audio CMC groups negotiate for meaning during task-based interaction, (b) possible differences between both oral CMC modes and traditional face-to-face…

Language teachers know that even the best technology cannot provide the high degree of interaction required to acquire meaningful proficiency in a foreign language. Even the most polished packages available today cannot evaluate learner input and provide subtle shades of context-based feedback, except in the narrowest of circumstances. In this…