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

2013 ◽  
Vol 3 (2) ◽  
pp. 17-40 ◽  
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.

Effect of modality and task type on interlanguage variation

ReCALL ◽  
2017 ◽  
Vol 29 (2) ◽  
pp. 219-236 ◽  
Author(s):  
Hye Yeong Kim
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Computer Mediated Communication ◽  
Task Type ◽  
L2 Acquisition ◽  
Mediated Communication ◽  
Face To Face ◽  
Oral Interaction ◽  
Task Types ◽  
And Task

AbstractAn essential component for assessing the accuracy and fluency of language learners is understanding how mode of communication and task type affect performance in second-language (L2) acquisition. This study investigates how text-based synchronous computer-mediated communication (SCMC) and face-to-face (F2F) oral interaction can influence the performance of language learners in producing grammatical forms accurately when learners of English as a second language complete different tasks in their L2. Findings show a systematic variability in learner interlanguage that depends on mode of communication and task type. L2 learners used articles more correctly and produced advanced-stage questions more frequently in text-based SCMC than in F2F. These findings suggest that task types and the mode of communication in which a task is completed need careful selection based on pedagogical purposes in order to maximize L2 learning and better evaluate L2 performance.

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 A decision making simulation using computer mediated communication

1999 ◽  
Vol 15 (3) ◽  
Author(s):  
Robert McLaughlan ◽  
Denise Kirkpatrick
Keyword(s):  
Decision Making ◽  
Computer Mediated Communication ◽  
Group Discussion ◽  
Cost Effective ◽  
Communication Strategy ◽  
Contaminated Site ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated ◽  
Improved Learning

<span>Simulations can be used to familiarise participants with the complexities of decision making and negotiation. The infusion of computer mediated communication strategies with simulation offers the potential for creating educationally rewarding learning experiences in a cost effective, flexible and realistic manner. A simulation using electronic dialogue about decision making processes at a hypothetical contaminated site has been developed and evaluated. The simulation was found to be an effective tool for supporting learning about the social, political, economic and scientific dimensions involved in managing contaminated sites. The participants particularly valued the opportunity for negotiation and communication skill development within the simulation. The use of a facilitated group reflection process improved learning outcomes. This was evidenced by higher order learning assessed from a SOLO analysis of reflective essays. While electronic dialogue using group discussion software was an extremely useful communication strategy, face to face meetings were required at critical points in the simulation. These were in the introductory part of the simulation and the debriefing phase.</span>

Social Bonding in Initial Acquaintance: Effects of Modality and Modality Order

2021 ◽  
pp. 019027252110302
Author(s):  
Susan Sprecher
Keyword(s):  
Mixed Mode ◽  
Social Bonds ◽  
Computer Mediated Communication ◽  
Positive Outcomes ◽  
Perceived Similarity ◽  
Mediated Communication ◽  
Face To Face ◽  
Perceived Responsiveness ◽  
Computer Mediated ◽  
Mode Interactions

In this experimental study, unacquainted dyads engaged in a get-acquainted task using two modes of communication across two segments of interaction. The dyads either first disclosed in text-based computer-mediated communication (CMC) and then disclosed face-to-face (FtF) or the reverse. The participants completed reaction measures after each segment of interaction. After the first segment, dyads who communicated FtF reported more positive outcomes (e.g., liking, closeness) than dyads who engaged in CMC. Furthermore, dyads who began in CMC and then transitioned to FtF increased in their positive reactions, whereas dyads who began in FtF and transitioned to CMC either experienced no change (in liking, closeness, and perceived similarity) or experienced a decrease (in fun/enjoyment and perceived responsiveness). Implications of the results are discussed both for the classic social psychology question of how people become acquainted and for current interest in how mixed-mode interactions generate social bonds that can help meet belonging needs.

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.

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