Computer-mediated communication (CMC) in L2 oral proficiency development: A meta-analysis

ReCALL ◽  
2014 ◽  
Vol 27 (3) ◽  
pp. 261-287 ◽  
Author(s):  
Huifen Lin
Keyword(s):  
Effect Size ◽  
Meta Analysis ◽  
Computer Mediated Communication ◽  
Large Body ◽  
Experimental Studies ◽  
Oral Proficiency ◽  
Task Type ◽  
Oral Performance ◽  
Mediated Communication ◽  
Computer Mediated

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.

SYNCHRONOUS COMPUTER-MEDIATED COMMUNICATION AND INTERACTION

2015 ◽  
Vol 38 (3) ◽  
pp. 553-586 ◽  
Author(s):  
Nicole Ziegler
Keyword(s):  
Learning Outcomes ◽  
Meta Analysis ◽  
Computer Mediated Communication ◽  
Relative Effectiveness ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated ◽  
Communication Modes ◽  
L2 Development ◽  
Small Advantage

The current study reports on a meta-analysis of the relative effectiveness of interaction in synchronous computer-mediated communication (SCMC) and face-to-face (FTF) contexts. The primary studies included in the analysis were journal articles and dissertations completed between 1990 and 2012 (k = 14). Results demonstrate that interaction in SCMC and FTF had a significant impact on second language (L2) development, providing further support for previous research demonstrating the efficacy of interaction in both communication modes (e.g., Mackey & Goo, 2007; Pellettieri, 2000; Smith, 2004, 2005). There was also a small advantage for interaction in SCMC on measures of overall L2 learning outcomes, with additional analyses indicating a small advantage for SCMC interaction on productive and written measures and a small advantage for FTF interaction on receptive and oral learning outcomes. Interestingly, there were no significant differences between SCMC and FTF, suggesting the mode of communication has no statistically significant impact on the positive developmental benefits associated with interaction.

scholarly journals Computer mediated communication in a context of modern organization: a scoping review

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Gedas Baranauskas
Keyword(s):  
Scoping Review ◽  
Practical Implication ◽  
Meta Analysis ◽  
Computer Mediated Communication ◽  
Business Organizations ◽  
Mediated Communication ◽  
Organization Management ◽  
Computer Mediated ◽  
Key Points ◽  
Information And Communication

Purpose - The present article aims to reveal and summarize key points of the application of information and communication technology (ICT) and Internet technology in the context of modern organization communication, related management processes. Design/methodology/approach - methods of meta-analysis, comparative analysis and systemizing-synthesis are used in this article. A scoping review methodology was chosen as dominant for the research with the purpose of assessing key points in the context of Computer Mediated Communication (CMC) usage in modern organizations. The research is based on a qualitative paradigm. Findings – Results of the scoping review suggest that ICT and CMC are compatible and can be successfully applicable to solve the main challenges in management and control contexts of inter-organizational, organizational, group (team) and inter-personal communication and related processes. In addition, this new combination of management methods and technological innovations has a great impact on opinion and behavior of customers and overall society, process improvement in business organizations, and change management. Research limitations/implications - Firstly, a limited scope of organizations especially in Public and Non-governmental sector use CMC in everyday duties. Nevertheless, a usage of ICT and CMC requires not only the understanding of the theoretical background but also strict practical implication guidelines as well as measurement and evaluation indicators, targets, and an overall model for analyzing. Since this article is based on the scoping review where main findings and conclusions are outlined from a meta-analysis, case studies and comparative analysis towards a practical implication are not sufficiently elaborated. The second limitation which can also be called a future implication might be a wide scope and content of the CMC concept as well as the dynamics of the communication process in organizations, increasing demand from business organizations. Practical implications -The research may serve as a starting point to a further scientific discussion regarding the usage ICT and CMC both separately and as a part of other hybrid project and process methods, optimization and continuous improvement of communication, learning, control and other related processes and systems in organization management. Originality/Value - The main value of the presented article can be described as underlying spheres where CMC has the major impact in management of modern organizations: it takes effect in a wide field of internal and external processes as well as in overall process optimization activities and change management. Keywords: Computer Mediated Communication (CMC); organization management; information and communication technology (ICT); Human Resource Management (HRM); leadership; technostress; online learning. Research type: literature review. JEL classification: M15- IT Management, D83 - Information and Knowledge, Communication.

scholarly journals Alignment During Synchronous Video Versus Written Chat L2 Interactions: A Methodological Exploration

2019 ◽  
Vol 39 ◽  
pp. 189-216
Author(s):  
Marije Michel ◽  
Marco Cappellini
Keyword(s):  
Computer Mediated Communication ◽  
Structural Alignment ◽  
Experimental Studies ◽  
Point Of View ◽  
Mediated Communication ◽  
Face To Face ◽  
Naturally Occurring ◽  
Computer Mediated ◽  
Target Languages ◽  
Oral Interaction

AbstractConversational alignment (i.e., the automatic tendency of interactants to reuse each other's morphosyntactic structures and lexical choices in natural dialogue) is a well-researched phenomenon in native (Pickering & Ferreira, 2008) and to a smaller extent in second language (L2) speakers (Jackson, 2018) as confirmed by many highly controlled lab-based experimental studies investigating face-to-face oral interaction. Only a few studies have explored alignment in more naturally occurring L2 interactions (e.g., Dao, Trofimovich, & Kennedy, 2018), some of them extending the context to written computer-mediated communication (SCMC) (e.g., Michel & Smith, 2018).The current study aimed to address this gap by taking a closer look at alignment in L2 conversations mediated by two different types of SCMC (videoconference vs. text chat). We explored lexical as well as structural alignment in three target languages (Chinese, French, and German) involving interactional partners of different status (L2 peer, L1 peer, and L1 tutor).Results revealed that lexical and structural alignment are both present and observable in different SCMC contexts. From a methodological point of view, we discuss how different analyses suit the data generated by the affordances of the different SCMC contexts in the target languages and argue for a more dynamic and pervasive perspective on interaction.

Computer-Mediated Communication and Group Decision Making: A Meta-Analysis

2002 ◽  
Vol 87 (1) ◽  
pp. 156-179 ◽  
Author(s):  
Boris B Baltes ◽  
Marcus W Dickson ◽  
Michael P Sherman ◽  
Cara C Bauer ◽  
Jacqueline S LaGanke
Keyword(s):  
Decision Making ◽  
Group Decision Making ◽  
Group Decision ◽  
Meta Analysis ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Computer Mediated

The effects of task type in Synchronous Computer-Mediated Communication

ReCALL ◽  
2010 ◽  
Vol 22 (1) ◽  
pp. 20-38 ◽  
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.

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

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.

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

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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