Smith, B., and Gorsuch, G. (2004). Synchronous Computer Mediated Communication Captured by Usability Lab Technologies: New Interpretations. System, 32, 553- 575. (original) (raw)
Related papers
System, 2004
Research on interaction has provided important insights on how second languages may be acquired through interaction, and on how second language learners use their second language in various settings and tasks. Research into computer mediated communication (CMC) in a second language learning context has been a logical outcome of interactionist research. In CMC interactionist research it is typically the case that the products of data collection and objects of analysis are linear transcripts or chat logs. While these transcripts may help us to better understand the nature of learnersÕ interactions, they are essentially one-dimensional in nature, not allowing one to coordinate learnersÕ actions (utterances, gestures, changes in body posture, etc.) with the language they create during interactions. In this paper, we report on the use of a usability lab (UL) in gathering data on synchronous CMC (SCMC) among non-native English dyads. This UL allowed us to capture video, audio, and screen capture for all SCMC sessions. We demonstrate that this methodological approach coupled with a proposed coding technique brings to light many nuances of SCMC interaction that are obscured when relying on printed chatscripts alone.
2004
Research on interaction has provided important insights on how second languages may be acquired through interaction, and on how second language learners use their second language in various settings and tasks. Research into computer mediated communication (CMC) in a second language learning context has been a logical outcome of interactionist research. In CMC interactionist research it is typically the case that the products of data collection and objects of analysis are linear transcripts or chat logs. While these transcripts may help us to better understand the nature of learners interactions, they are essentially one-dimensional in nature, not allowing one to coordinate learners actions (utterances, gestures, changes in body posture, etc.) with the language they create during interactions. In this paper, we report on the use of a usability lab (UL) in gathering data on synchronous CMC (SCMC) among non-native English dyads. This UL allowed us to capture video, audio, and screen capture for all SCMC sessions. We demonstrate that this methodological approach coupled with a proposed coding technique brings to light many nuances of SCMC interaction that are obscured when relying on printed chatscripts alone. 2004 Elsevier Ltd. All rights reserved.
2003
Research on interaction has provided important insights on how second languages may be acquired through interaction, and on how second language learners use their second language in various settings and tasks. Research into computer mediated communication (CMC) in a second language learning context has been a logical outcome of interactionist research. In CMC interactionist research it is typically the case that the products of data collection and objects of analysis are linear transcripts or chat logs. While these transcripts may help us to better understand the nature of learnersÕ interactions, they are essentially one-dimensional in nature, not allowing one to coordinate learnersÕ actions (utterances, gestures, changes in body posture, etc.) with the language they create during interactions. In this paper, we report on the use of a usability lab (UL) in gathering data on synchronous CMC (SCMC) among non-native English dyads. This UL allowed us to capture video, audio, and screen capture for all SCMC sessions. We demonstrate that this methodological approach coupled with a proposed coding technique brings to light many nuances of SCMC interaction that are obscured when relying on printed chatscripts alone.
Oral Computer-Mediated Interaction between L2 Learners: It's about Time!
Language Learning Technology, 2010
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-toface (FTF) communication, and (c) how this oral computer mediated negotiation compares to that found in the text-based CMC literature. Fifteen learner-to-learner dyads were randomly assigned to an audio group, a video group, and a FTF control group to complete a jigsaw task that was seeded with 16 unknown lexical items. Experimental groups used Skype, free online communication software, to carry out the task. The transcripts of the conversations reveal that oral CMC groups do indeed negotiate for meaning in this multimedia context when non-understanding occurs between speakers. In addition, results showed differences in the way audio and video groups carry out these negotiations, which were mainly due to the lack of visual contact in the audio group. No differences were found between video and FTF groups. Furthermore, oral CMC turn-taking patterns were shown to be very similar to FTF patterns but opposite to those found in written synchronous CMC. Oral CMC interaction patterns are shown to be more versatile. INTRODUCTION Research investigating computer-mediated communication (CMC) in the context of second language acquisition (SLA) has proliferated since the early 1990s. Several scholars at that time embarked on investigations that assessed second language (L2) learners' interactions using local networked computers and the Daedalus interchange software (e.g.
Language–Learner Computer Interactions: Theory, Methodology, and CALL Applications
the CALICO Journal, 2018
We had a vision for this book for some time and we decided to be bold. After all, with such a talented team, it had to go well-and it did-thanks to the amazing group of scholars who helped us to follow our dream. Naturally our first big thank you goes to each of the authors in this book, each of whom worked so hard in meeting our deadlines and having produced remarkable chapters. Most importantly we are grateful that, in spite of the bumps in the road, they remain good colleagues and friends! A special note of appreciation goes to the editorial team at the John Benjamins series "Language Studies, Science and Engineering (LSSE)", especially its editor, Professor David Hanauer for his feedback throughout the process, his encouragement and sound advice, Kees Vaes for guiding us during the last phase, and Justin Nicholes for the careful language editing of our manuscript in such a tight timeline. As a final thank you, we are so grateful for the support of our respective partners, Greg and Graham, and our colleagues at the
What Can We Do to Talk More : Analysing Language Learners Online Interaction
Hacettepe University Journal of Education
Previous studies have pointed out the need to consider carefully how digital tools are presented in schools to ensure their use meets authentic needs for today's knowledge society. This implies that learning tasks should be planned so students' practice with technological and digital resources such as videoconferencing and text chats resembles potential communicative situations they may face outside the classroom. Along these lines, this article analyses a 44-minute Skype videoconferencing session involving two small groups of middle school students who are studying English as a Foreign Language (EFL). The data come from a wider-scale telecollaborative project between two classes, one in Sweden and another in Spain, in which the students had to collaborate on a public awareness raising initiative regarding the Syrian refugee crisis. Applying a multimodal Conversation Analysis (CA) approach, the study aims to 'unpack' the complexity of the multiple resources used by the participants during the interaction. In particular, the article focuses on how the learners use multiple resources to creatively mediate their communication and to resolve problems that emerge during their interaction in the foreign language. The findings of the analysis can help identify key foci for task design in similar online foreign language learning settings.
Face-to-face Versus Computer-Mediated Adult Learner Interactions and Second Language Acquisition
2018
This dissertation investigated face-to-face (FTF) interactions and computer-mediated communication (CMC) in second language acquisition (SLA) through a systematic literature review and two mixed-methods empirical studies. The systematic literature review analyzed 35 studies' findings that have investigated SLA through task-based interaction in FTF versus CMC. The review's findings support previous review studies indicating a positive connection between CMC and FTF interactions and SLA. The first empirical study investigated the effectiveness of corrective feedback (CF) in FTF and text-synchronous-computer-mediated communication (SCMC) modes. The participants included six native speakers (NSs) and six intermediate L2 learners. Three NSs were trained to provide implicit CF and three NSs were trained to provide explicit CF. The participants formed six NS-learner dyads, which were divided into two groups: implicit and explicit CF. All dyads performed one task in each mode. The interactions were coded for CF episodes and types. Results of chi-square analysis indicated statistically significant difference in the frequency and effect of CF types on L2 development in FTF versus text-SCMC. This study's findings indicated that the CF nature, the communication mode's features, and the interlocutor impacted L2 development through interactions. Text-SCMC was more conducive in providing explicit CF, whereas FTF was more conducive in providing implicit CF. The second empirical study investigated dyadic types in FTF versus text-SCMC. The participants included four NSs, four low proficiency learners (LPLs), and four high proficiency learners (HPLs). The participants were paired up to form two of each of the following dyadic types: NS-LPL, NS-HPL, and HPL-LPL. All dyads performed one task in each mode. The iii interactions were coded for negotiation episodes and strategies. Results of chi-square analysis found no statistically significant difference in the frequency of negotiation episodes among the three dyadic types or the LPLs' and HPLs' language learning outcome in FTF versus SCMC. Results revealed that learners benefited more from interactions with NSs than with peers. When interacting with NSs, LPLs benefited more from FTF, whereas HPLs benefited more from text-SCMC in terms of generating negotiation episodes. Overall, this dissertation's findings showed that FTF and text-SCMC complement each other in creating opportunities for L2 development. iv ACKNOWLEDGMENTS I would not have completed this dissertation without the guidance and support of several people who followed me throughout the journey of writing it. First, I would like to thank my committee chair, Dr. Zohreh Eslami, who believed in my potential even before I applied to the PhD program. Her belief in me, encouragement, and high expectations increased my determination to be involved in research projects, publications, and conferences. Dr. Eslami's high expectations came with challenges. As I look back, I realize that it was those challenges I had to face that made me stronger and more confident in my work.
Interactional language and head-held camcorders
After 2 years of employing head-held camcorders to explore and develop classroom interactional language in a variety of classroom activities, the author has begun the construction of a video archive, called the Database of English Learner Interaction (DELI). This practice-oriented paper provides a brief description of head-held camcorders and their introduction to and use with students. It also includes a selection of interactional language from the DELI used to create classroom activities focusing on pragmatic development which include: 1) understanding explanations in teacherstudent interaction, 2) using strategies in pair work during collaborative dialogues, and 3) focusing on greeting, small talk, and leave-taking in role plays. The paper concludes with a discussion of some of the benefits and limitations of head-held video for increasing pragmatic skills. 頭部装着ビデオカメラを用いてさまざまな授業アクティビティにおいて対話言語の調査と 開発を2年間実施し、 Database of English Learner Interaction (DELI)という授業で の対話言語のビデオ記録データを作り上げた。 この実践志向型の研究論文では、 頭部装 着ビデオカメラに関する簡単な説明と概要、 学生が使用する方法について述べられてい る。 更に、 1) 教員・学生間相互の説明理解、 2) 協同して行う対話ペアワークでの手法の使 用、 3) 挨拶、 雑談、 分かれ際の会話のロールプレイ 、 の3つを含む語用論的な発展に焦点 をおいた、 授業でのアクティビティを行うのに使用されたDELIの対話言語の選集も含まれ る。 論文は、 語用論的な技術の向上に向けた頭部装着ビデオの利点と制限等についての 議論にて総括される。 * York, NY: Holt. Johnson, B., Sullivan, A. M., & Williams, D. (2009).
Computer Assisted Language Learning, 2008
Most research on text-based synchronous computer-mediated communication (SCMC) in language learning has used output logs as the sole data source. I review interactionist and sociocultural SCMC research, focusing in particular on the question of technological determinism, and conclude that, from whichever perspective, reliance on output logs leads to an impoverished picture of the experience of SCMC users and of phenomena relevant to learning. The assumption that output logs are an adequate data source fails to give due weight to the specificities of this form of communication, in particular the constraints and affordances of the computer interface. I examine the potential contribution of other data sources, providing by way of illustration an analysis of sample eye-tracker data from a tandem SCMC session.