Language-related episodes and feedback in synchronous voiced-based and asynchronous text-based computer-mediated communications

Zenouzagh, Zohre Mohamadi

doi:10.1007/s40692-021-00212-w

Cited by 10 publications

(3 citation statements)

References 78 publications

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“…The key concepts related to collaborative learning studies such as learner talk, negotiation of meaning and interaction are revisited by researchers (Twiner et al, 2014 ). Although computer-mediated writing and its benefits on language development has been extensively examined, online learning modality as a critical component was overlooked (Mohamadi Zenouzagh, 2022 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Learner autonomy, learner engagement and learner satisfaction in text-based and multimodal computer mediated writing environments

Zenouzagh

Admiraal²,

Saab

2023

Educ Inf Technol

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Technology creates variant learning experiences which are context specific. This study examined the comparative potential of multimodal and text-based Computer Mediated Communication (CMC) in fostering learner autonomy, learner engagement and learner e-satisfaction as well as learner writing quality. To this end, 40 Iranian male and female EFL (English as foreign language) students were selected on the basis of their writing proficiency and were randomly assigned into text-based and multimodal CMC research groups. Learner autonomy was investigated using Van Nguyen and Habók ‘s learner autonomy questionnaire, which had 40 items rated on 5 point likert scale, both before and after the treatment. Student engagement was tracked by analyzing transcription of stored conversations of Moodle and Discussion logs of an online writing forum, using a coding scheme to identify cognitive, emotional, and behavioral student engagement. The potential of text-based CMC and Multimodal CMC in fostering writing quality was examined by comparing students’ writing before and after treatment. Finally, students were asked to write reflective essays on their evaluation of efficacy of the learning environments. Content analysis was conducted on the open and axial coding of indicators of student satisfaction. The results of between group comparison indicated that students were more autonomous in text-based modality than in multimodal CMC. Chi-square analysis indicated that text-based CMC group outperformed multimodal CMC group in terms of behavioral and cognitive engagement. Yet, multimodal CMC group reported higher emotional and social engagement. One-way ANCOVA results also indicated that the students in text-based CMC group outperformed Multimodal CMC group in terms of writing quality. Learner e-satisfaction was examined by network mapping of open codes of student reflective essays. The study identified four categories that reflected students’ e-satisfaction: learner dimension (including learners’ attitude, learner internet self-efficacy), teacher dimension (including teacher presence, teacher digital competences), curriculum dimension (including curriculum flexibility, course quality, flexibility in interaction support system) and internet dimension (including internet quality and support system). However, internet dimension received negative judgments from both groups. The implications of the study and suggestions for further research are discussed.

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Section: Literature Reviewmentioning

confidence: 99%

Learner autonomy, learner engagement and learner satisfaction in text-based and multimodal computer mediated writing environments

Zenouzagh

Admiraal²,

Saab

2023

Educ Inf Technol

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“…Within writing clusters, another significant research theme gaining prominence in CALL research is "collaborative writing." Cutting-edge technological devices have provided learners with the capability to engage in collaborative writing, vocabulary sharing, brainstorming of ideas, and refining revisions, thereby facilitating real-time interaction and simultaneous contributions among learners (Zenouzagh, 2022). This emergent trend is also grounded in robust theoretical frameworks, encompassing socio-cultural theory, the noticing hypothesis, and IA.…”

Section: Trending Research Issuesmentioning

confidence: 99%

Forty-two years of computer-assisted language learning research: A scientometric study of hotspot research and trending issues

Mohsen,

Althebi,

Alsagour

et al. 2023

ReCALL

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For years, computer-assisted language learning (CALL) has thrived as an interdisciplinary subfield, linking applied linguistics and educational technology. Despite its significance and a number of syntheses, CALL research has not yet undergone a comprehensive scientometric synthesis. This study synthesizes CALL research over a period of 42 years by employing a scientometric analysis of sources and document co-citation analyses. Scopus was used to retrieve original articles with a timespan limit from 1980 to 2021. Our records identified 4,631 articles representing CALL-based research, which were published in 63 peer-reviewed journals and collectively contained 186,589 references. The findings indicate that CALL research is supported by robust theoretical frameworks, grounded in socio-cultural and second language acquisition theories. Our research findings have revealed several significant clusters of interest within the realm of CALL, with a pronounced focus on writing among CALL scholars. Additionally, the study identified emerging research areas such as mobile-assisted language learning, synchronous computer-mediated communication, and data-driven learning in CALL literature. Notably, “CALL-core” journals exhibited high productivity, with Language Learning & Technology, Computer Assisted Language Learning, and Computers & Education standing out as top-ranked journals in terms of the Hirsch index (h-index) and co-citation. Suggestions for future research are outlined in the conclusion.

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“…Online learning provides learners with opportunities to learn a language more independently [ 83 ]. To build such fruitful and efficient online learning, different factors come into play, such as learners’ engagement [ 67 ], which is integral in the process of teaching and learning since it is a way of encouraging students’ active participation in learning-related activities, sharing ideas and experiences and accomplishing collaborative tasks [ 66 ].…”

Section: Introductionmentioning

confidence: 99%

EFL learners’ engagement in online learning context: development and validation of potential measurement inventory

Abbasi

Ghamoushi

Zenouzagh

2023

Univ Access Inf Soc

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Research has proved learner engagement is a strong predictor of academic achievement, especially in the online learning environment. The lack of any reliable and valid instrument to measure this construct in the context of online education made the researchers of the current study develop and validate a potential measurement inventory to assess EFL learners' engagement in the online learning environment. For this purpose, a comprehensive review of the related literature and careful investigation of the existing instruments were carried out to find the theoretical constructs for learner engagement which led to the development of a 56-item Likert scale questionnaire. The newly developed questionnaire was piloted with 560 female and male EFL university students selected based on nonprobability convenience sampling. The results of the factor analysis indicated the reduction of items to 48 loaded on three main components, namely behavioral engagement (15 items), emotional engagement (16 items), and cognitive engagement (17 items). The results also revealed that the newly developed questionnaire enjoyed a reliability index of 0.925. The findings of the current study will undoubtedly help teaching practitioners assess EFL learners’ engagement in the online learning context and make principled decisions when it comes to learners' engagement.

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Language-related episodes and feedback in synchronous voiced-based and asynchronous text-based computer-mediated communications

Cited by 10 publications

References 78 publications

Learner autonomy, learner engagement and learner satisfaction in text-based and multimodal computer mediated writing environments

Learner autonomy, learner engagement and learner satisfaction in text-based and multimodal computer mediated writing environments

Forty-two years of computer-assisted language learning research: A scientometric study of hotspot research and trending issues

EFL learners’ engagement in online learning context: development and validation of potential measurement inventory

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