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Volume 2, Issue 2
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Abstract

Abstract

In this study, we compared the impact of audio-, video-, and text-chat interaction on target language use during online learner-learner interaction and on learner affect amongst adolescent learners of German as a foreign language. Repeated measures and ANOVA analyses revealed a high percentage of target language output in all conditions for all four tasks, especially in text- chat. Audio-chatters produced the most output and used the most meaning negotiation, compensation strategies, self-repair and other-repair strategies. Learners in all conditions gained in enjoyment, willingness to communicate and self-efficacy. Anxiety reduced for text-chatters. Task effects partly determined the quantity of L2 output, while condition effects determined meaning-oriented and form-focused processing.

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/content/journals/10.1075/task.21003.guc
2023-01-24
2025-04-26

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/content/journals/10.1075/task.21003.guc
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Enhancing target language output through synchronous online learner-learner interaction
task 2, 218 (2022); https://doi.org/10.1075/task.21003.guc
/content/journals/10.1075/task.21003.guc
/content/journals/10.1075/task.21003.guc
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  • Article Type: Research Article
Keyword(s): focus on meaning and form; learner affect; SCMC, audio-; target language production; text-chat; video-

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