Interactional feedback in Synchronous Voice-based Computer Mediated Communication: Effect of dyad

Alastuey, María Camino Bueno

doi:10.1016/j.system.2013.05.005

Cited by 58 publications

(50 citation statements)

References 44 publications

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“…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.…”

Section: Sotillo (2005) [28]mentioning

confidence: 59%

“…Additionally, no significant difference was found among the groups (written SCMC/ACMC, control group) in quality of language output in terms of lexical richness, diversity, and syntactic complexity [4]. This seems to go against the findings that 86.3% of phonetic triggers and 51.6% of lexical triggers in AudCMC caused negotiation and supported both negotiation of meaning and form [22]. Therefore, this review deems it essential to investigate written mode as equally to further compare and analyze online discourse across modalities with types of dyad setting.…”

Section: Linguistic Competencementioning

confidence: 76%

“…Incidental negotiations in response to communication gaps caused by lexical and syntactical confusions stimulate learners to initiate reciprocal meaning-making in synchronous communication, which directs their attention to interlanguage grammaticality. Compared to F2F discussions, oral computer-mediated communications (OCMC, i.e., digital communication in form of audio-based, video-based chat) is designated as a more effective preparatory modality in respect of lexical range, pronunciation and communicative units [21][22][23]. As far as the morphosyntactic negotiations, results vary from comparative studies to those who were exclusively on AudCMC.…”

Section: Linguistic Competencementioning

confidence: 99%

“…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].…”

Section: Cziko and Park (2003) [38]mentioning

confidence: 99%

“…Bueno-Alastuey (2013) [22] 42 dyads of mixed proficiency levels were divided randomly as in 3 groups (NNSs-NNSs Same L1; NNSs-NNSs Diff L1; NNSs-NSs) and carried out two-way information exchange in Skype.…”

Section: Sotillo (2005) [28]mentioning

confidence: 99%

See 4 more Smart Citations

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

2018

Education Sciences

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Abstract:Computer-supported collaborative learning facilitates the extension of second language acquisition into social practice. Studies on its achievement effects speak directly to the pedagogical notion of treating communicative practice in synchronous computer-mediated communication (SCMC): real-time communication that takes place between human beings via the instrumentality of computers in forms of text, audio and video communication, such as live chat and chatrooms as socially-oriented meaning construction. This review begins by considering the adoption of social interactionist views to identify key paradigms and supportive principles of computer-supported collaborative learning. A special focus on two components of communicative competence is then presented to explore interactional variables in synchronous computer-mediated communication along with a review of research. There follows a discussion on a synthesis of interactional variables in negotiated interaction and co-construction of knowledge from psycholinguistic and social cohesion perspectives. This review reveals both possibilities and disparities of language socialization in promoting intersubjective learning and diversifying the salient use of interactively creative language in computer-supported collaborative learning environments in service of communicative competence.

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