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Volume 170, Issue 2
  • ISSN 0019-0829
  • E-ISSN: 1783-1490
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Abstract

Abstract

This exploratory study examines the extent to which mode differentially impacts the quantity and quality of interactional features in second language (L2) task-based interaction. Following a within-subject, repeated measures design, intermediate adult learners ( = 20) completed four (counter-balanced) tasks with a confederate interlocutor in the following conditions: audio-chat, video-chat, text-chat, and multimodal chat (in which participants could interact using more than one form of communication). Quantitative analyses examined the quality of learners’ interactions, including negotiation, recasts, and LREs. Data regarding learners’ perceptions of type of technology were also collected to provide a more holistic perspective. The results demonstrate differences in terms of interactional features and learners’ preference based on mode of technology.

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2019-10-08
2025-04-27

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Technology-mediated task-based interaction
ITL - International Journal of Applied Linguistics 170, 251 (2019); https://doi.org/10.1075/itl.19014.zie
/content/journals/10.1075/itl.19014.zie
/content/journals/10.1075/itl.19014.zie
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  • Article Type: Research Article
Keyword(s): corrective feedback; language related episodes; multimodality; SCMC; task-based language learning

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