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Re-Designing a Regulatory Scale for Dynamic Assessment in the Synchronous Text Chat Environment in Collaboration with Teachers
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W. A. Piyumi Udeshinee; Ola Knutsson; Sirkku Männikkö Barbutiu; Chitra Jayathilake – Computer Assisted Language Learning, 2024
The discussion on the dynamic assessment (DA) -- a combination of assessment and instruction -- and regulatory scales from implicit to explicit corrective feedback (CF) is relatively new in the CALL context. Applying the notions of Sociocultural Theory, Zone of Proximal Development (ZPD) and Mediation, the present study examines how a DA-based…
Descriptors: Synchronous Communication, Evaluation Methods, Feedback (Response), English (Second Language)
Revisiting the Cognition Hypothesis: The Impact of Task Complexity on L2 Learner Engagement in Task Performance in Computer-Mediated and Face-to-Face Communication
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Xuyan Qiu – Computer Assisted Language Learning, 2024
Task complexity and communication modes are two task design and implementation factors that have been found to affect second language (L2) learners' oral performance. While increasing task complexity and developing tasks according to the features of face-to-face and computer-mediated communication modes can optimise L2 production, few studies…
Descriptors: Difficulty Level, Second Language Learning, Learner Engagement, Computer Mediated Communication
Integrating Computer-Mediated Communication Strategy Instruction
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McNeil, Levi – Computer Assisted Language Learning, 2016
Communication strategies (CSs) play important roles in resolving problematic second language interaction and facilitating language learning. While studies in face-to-face contexts demonstrate the benefits of communication strategy instruction (CSI), there have been few attempts to integrate computer-mediated communication and CSI. The study…
Descriptors: Foreign Countries, Undergraduate Students, Communication Strategies, Computer Mediated Communication
Perceived Benefits and Drawbacks of Synchronous Voice-Based Computer-Mediated Communication in the Foreign Language Classroom
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Bueno Alastuey, M. C. – Computer Assisted Language Learning, 2011
This study explored the benefits and drawbacks of synchronous voice-based computer-mediated communication (CMC) in a blended course of English for specific purposes. Quantitative and qualitative data from two groups following the same syllabus, except for the oral component, were compared. Oral tasks were carried out face-to-face with same L1…
Descriptors: Experimental Groups, Control Groups, Computer Mediated Communication, Second Languages