The influence of task type, group structure and extraversion on uninhibited speech in computer-mediated communication

AbstractThe ever growing interest in the development of foreign or second (L2) oral proficiency in a computer-mediated communication (CMC) classroom has resulted in a large body of studies looking at both the direct and indirect effects of CMC interventions on the acquisition of oral competences. The present study employed a quantitative meta-analytic approach to investigate such effects by synthesizing (quasi)experimental studies that provide empirical quantitative data for effect size calculation. A literature search located 25 relevant studies for the final analysis. Each study was independently coded for learner, design and publication characteristics. The averaged effect size was estimated from the included studies. The results of the meta-analysis reveal that communication mediated by computer/technologies produced a moderate positive effect on L2 learners’ oral proficiency compared to face-to-face (F2F) communication or no interaction. Furthermore, CMC has roughly similar effect on pronunciation, lexical and syntactic level of oral production; however, it might have a negative impact on fluency and accuracy. This meta-analysis also found that the effect of CMC on oral proficiency depends on several methodological factors such as task type, outcome measurement, treatment length, and assessment task. Major findings of the current meta-analysis include: (1) studies relying on elicited data are superior to those utilizing naturalistic data; (2) reading aloud seems to be the task that could elicit the best oral performance from students; (3) surprisingly, CMC appeared to be harmful for accuracy and fluency; (4) studies that employed decision-making generated the largest effect size, followed by studies that used more than one task type; (5) among the four tasks, jigsaw actually generated a negative effect on oral performance; and (6) as the most popular task employed by primary researchers, opinion-exchange studies produced the smallest effect size. These findings need to be interpreted as exploratory rather than confirmatory since each of them became less trustworthy after taking into consideration numerous other factors such as CMC task and the particular CMC tool used, etc. Future research suggestions are provided and the limitations of this meta-analysis are addressed.

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The effects of task type in Synchronous Computer-Mediated Communication

ReCALL ◽

10.1017/s0958344009990176 ◽

2010 ◽

Vol 22 (1) ◽

pp. 20-38 ◽

Cited By ~ 17

Author(s):

Yucel Yilmaz ◽

Gisela Granena

Keyword(s):

English Language ◽

Computer Mediated Communication ◽

Task Type ◽

Focus On Form ◽

Mediated Communication ◽

Language Program ◽

Computer Mediated ◽

The Us ◽

Task Types ◽

Esl Learners

AbstractThis study examines the potential of learner-learner interaction through Synchronous Computer-Mediated Communication (SCMC) to focus learners’ attention on form. Focus on form is operationalized through Language-Related Episodes (LREs), instances where learners turn their attention to formal aspects of language by questioning the accuracy of their own or each other’s language use. The study also compares two task types, jigsaw and dictogloss, with respect to the number and characteristics of LREs. Ten adult intermediate ESL learners from an intensive English language program in the US worked together in dyads to carry out one jigsaw and one dictogloss task in an SCMC environment. Tasks were controlled for content and were presented in two alternative orders. The dictogloss in this study generated more LREs than the jigsaw. LREs were also qualitatively different across task types. Jigsaw LREs were implicit and did not result in incorrectly solved outcomes, whereas dictogloss LREs were explicit and resulted in correctly solved, incorrectly solved, and unresolved outcomes.

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Gender, group composition, and task type in small task groups using computer-mediated communication

Computers in Human Behavior ◽

10.1016/s0747-5632(96)00024-6 ◽

1996 ◽

Vol 12 (4) ◽

pp. 549-565 ◽

Cited By ~ 62

Author(s):

Victor Savicki ◽

Merle Kelley ◽

Dawn Lingenfelter

Keyword(s):

Group Composition ◽

Computer Mediated Communication ◽

Task Type ◽

Mediated Communication ◽

Gender Group ◽

Task Groups ◽

Computer Mediated ◽

And Task

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A Measuring of Task-Technology Fit for Computer-Mediated Communication

Human Centered Methods in Information Systems ◽

10.4018/978-1-878289-64-3.ch010 ◽

2000 ◽

pp. 145-158

Author(s):

E. Vance Wilson ◽

Joline P. Morrison

Keyword(s):

Communication Systems ◽

Group Support Systems ◽

Computer Mediated Communication ◽

Task Type ◽

Mediated Communication ◽

Practical Applications ◽

Computer Mediated ◽

Research Findings ◽

Task Types ◽

Choice Tasks

A key determinant in the success of computer-mediated communication systems (CMCS) and group support systems (GSS) is the task they are used for (Huber, 1984; DeSanctis & Gallupe, 1987). Task models and theories exist in the domain of non-mediated groups (e.g., McGrath, 1984; Wood, 1986) but application of these to GSS and CMCS has been spotty and the results equivocal (Zigurs & Buckland, 1998). Although research findings repeatedly suggest that the fit between task and computer-mediated communication technology is important, researchers have not yet been able to comprehensively describe or measure the dimensions of appropriate fit. This chapter describes the development and initial testing of an instrument to measure the perceived effectiveness of CMCS based on task type (hereafter PE measure). The PE measure extends prior research in several ways. First, it operationalizes the four major dimensions of McGrath’s task circumplex (McGrath, 1984; McGrath & Hollingshead, 1994), a model which frequently is used as a conceptual framework for studying GSS and CMCS (Dennis & Gallupe, 1993). Thus, it will be straightforward to integrate findings from studies that use the PE measure into the existing literature. Second, all four task types are incorporated into the PE measure, where prior research has focused primarily on generation tasks and, to a lesser extent, choice tasks. This comprehensive view of the overall task construct should benefit the process of theory-building as well as prediction in practical applications. Third, the PE measure has been tested successfully within heterogeneous task domains, suggesting that the instrument has validity and is relatively robust.

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Second and Foreign Language Writing and Computer-Mediated Communication: A Qualitative Meta-Synthesis of Recent Research

Issues in Language Studies ◽

10.33736/ils.1477.2019 ◽

2019 ◽

Vol 8 (2) ◽

Author(s):

Linda Tay ◽

Yin Ling Cheung

Keyword(s):

Foreign Language ◽

Native Speaker ◽

Computer Mediated Communication ◽

Critical Role ◽

Task Type ◽

Successful Implementation ◽

Mediated Communication ◽

Foreign Language Writing ◽

Computer Mediated ◽

Language Writing

The use of computer-mediated communication (CMC) in the classroom is common nowadays. The bulk of literature produced so far has done little in informing us the factors that facilitate the role of CMC in language writing, and the nature of the interaction that takes place via CMC in a systematic manner. This paper examines what empirical research has found out about the factors that facilitate the use of CMC in second/ foreign language writing instruction and learning, and the nature of interaction that takes place via CMC in an educational context. 60 peer-reviewed published primary studies from 2007-2017 were reviewed. The key findings are as follows. First, instructor support plays a critical role in ensuring the successful implementation of a CMC tool in the classroom. Second, the affordances of CMC in enhancing the writer’s identity and the presence of an audience can increase learners’ motivation to write. Third, both asynchronous and synchronous CMC have shown to be beneficial, and the provision of training can further enhance the effectiveness of peer reviews. Last, the participatory patterns of CMC in writing are influenced by factors such as task type, personal goals, native-speaker status, and self-perceived competencies. Pedagogical implications are suggested.

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Effects of Different Types of Tasks on Junior ELT Students’ Use of Communication Strategies in Computer-Mediated Communication

International Journal of Computer-Assisted Language Learning and Teaching ◽

10.4018/ijcallt.2013040102 ◽

2013 ◽

Vol 3 (2) ◽

pp. 17-40 ◽

Cited By ~ 2

Author(s):

Nur Eser Altun ◽

Senem Yildiz

Keyword(s):

Decision Making ◽

Communication Strategies ◽

Computer Mediated Communication ◽

Task Type ◽

Mediated Communication ◽

Face To Face ◽

Computer Mediated ◽

Different Types ◽

End Use ◽

Task Types

This study describes the use of communication strategies in a synchronous computer-mediated communication (CMC) environment and examine whether task type has an influence on the frequency and variety of communication strategies (CS) used in this environment. To this end, use of CSs in three different communicative task types: jigsaw, decision-making and opinion-exchange were examined, based on and adapted from Dörnyei and Scott’s (1997) and Smith’s (2003) CS taxonomies. The data for this study was collected from 36 junior ELT students studying in a Turkish university. The results showed that the participants made use of a variety of CSs that were previously observed in face-to-face communication, and they used some CSs which are peculiar to CMC environment. It was also found that task type affected the frequency and type of CS used, favoring jigsaw task types in resulting more use of CSs.

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