Can synchronous computer-mediated communication (CMC) help beginning-level foreign language learners speak?

Improving Communicative Competence through Synchronous Communication in Computer-Supported Collaborative Learning Environments: A Systematic Review

“…The ECEs generated in NNS-NS interactions were deemed to facilitate authentic language input and interactional modifications regarding morphosyntax, lexicons and pronunciation with a wealth of target-like linguistic and stylistic features [14,21,22,25,31,32]. This finding is also confirmed by Jepson [32] that NNS-NS is the most beneficial pattern in pronunciation.…”

“…It should be clarified that in this review organizational competence and quality of online learning experience were the main investigation. Based on the investigator's prior knowledge, previous studies seemed to agree upon the facilitative role of text-based chat in learners' writing skills and also argued for its possible transfer of skills to oral competence [14][15][16]. To examine the effect of written CMC on grammaticality and turn adjacency and provide plausible explanations, comparative studies looking into written CMC and results concerned with moderating variables such as interactional pattern (e.g., dyad, groupware), treatment length, socio-cultural and individual factors, etc.…”

“…Ko (2012) [14] 12 initial-level Taiwanese learners of French as foreign language were divided into 3 groups in video/audio, audio and a F2F environment.…”

“…From psycholinguistic perspective, Levelt's [40] model of language production and concepts in working memory capacity (WMC) are the rationale to predict affordances in synchronous WCMC for L2 oral proficiency development. Comparing two modalities, voice chat was more conducive to negotiation turns and elaborated responses than text chat [14,[21][22][23]. However, written texts were also proved as an indispensable aid for participants in spoken tasks [14].…”

“…Comparing two modalities, voice chat was more conducive to negotiation turns and elaborated responses than text chat [14,[21][22][23]. However, written texts were also proved as an indispensable aid for participants in spoken tasks [14]. Payne and Whitney [15] pointed out that simultaneous text-based exchanges produced the similar underlying cognitive mechanism for L2 speech.…”