Modality and task complexity effects on second language production in CMC
Two decades of research on computer-mediated communication (CMC) in language learning settings has shown that integrating technology and communication leads to distinct benefits for language learning, including positive impacts on motivation, anxiety, and engagement in second language communication...
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| Format: | Article |
| Language: | English |
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National Foreign Language Resource Center
2023
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| Online Access: | http://umpir.ump.edu.my/id/eprint/39344/1/Adams%2C%20Nik%20%26%20Masrom%202023.pdf |
| _version_ | 1796996042628005888 |
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| author | Adams, Rebecca Nik Aloesnita, Nik Mohd Alwi Umi Kalsom, Masrom |
| author_facet | Adams, Rebecca Nik Aloesnita, Nik Mohd Alwi Umi Kalsom, Masrom |
| author_sort | Adams, Rebecca |
| collection | UMP |
| description | Two decades of research on computer-mediated communication (CMC) in language learning settings has shown that integrating technology and communication leads to distinct benefits for language learning, including positive impacts on motivation, anxiety, and engagement in second language communication (Sauro, 2011). However, the majority of this research has been conducted among learners communicating via text while real-world language users are increasingly likely to communicate online in audio and video modes (Peterson, 2010). Audio and video CMC has been shown to lead to more participation (RossellÁguilar, 2013), different uses of communication strategies (Hung & Higgins, 2016), more focus on form (Bueno-Alastuey, 2010), and higher motivation (Gleason & Suvorov, 2012; Wehner et al., 2011) among second language (L2) learners. Little is known, however, about learner language production in different CMC modalities, which influences how CMC can be integrated into teaching. The current study focuses on L2 learners’ production during communicative tasks in text and video CMC. Two versions of the task were created by manipulating the task complexity variable task structure (Robinson, 2011). Production data were analyzed using measures of syntactic and lexical complexity, linguistic accuracy, and quantity of language produced. The results suggest that complexity and modality both impact the lexical complexity of language production, and that modality also affects the quantity of language produced. |
| first_indexed | 2024-03-06T13:11:08Z |
| format | Article |
| id | UMPir39344 |
| institution | Universiti Malaysia Pahang |
| language | English |
| last_indexed | 2024-03-06T13:11:08Z |
| publishDate | 2023 |
| publisher | National Foreign Language Resource Center |
| record_format | dspace |
| spelling | UMPir393442023-11-23T07:06:41Z http://umpir.ump.edu.my/id/eprint/39344/ Modality and task complexity effects on second language production in CMC Adams, Rebecca Nik Aloesnita, Nik Mohd Alwi Umi Kalsom, Masrom LB2300 Higher Education P Philology. Linguistics PE English Two decades of research on computer-mediated communication (CMC) in language learning settings has shown that integrating technology and communication leads to distinct benefits for language learning, including positive impacts on motivation, anxiety, and engagement in second language communication (Sauro, 2011). However, the majority of this research has been conducted among learners communicating via text while real-world language users are increasingly likely to communicate online in audio and video modes (Peterson, 2010). Audio and video CMC has been shown to lead to more participation (RossellÁguilar, 2013), different uses of communication strategies (Hung & Higgins, 2016), more focus on form (Bueno-Alastuey, 2010), and higher motivation (Gleason & Suvorov, 2012; Wehner et al., 2011) among second language (L2) learners. Little is known, however, about learner language production in different CMC modalities, which influences how CMC can be integrated into teaching. The current study focuses on L2 learners’ production during communicative tasks in text and video CMC. Two versions of the task were created by manipulating the task complexity variable task structure (Robinson, 2011). Production data were analyzed using measures of syntactic and lexical complexity, linguistic accuracy, and quantity of language produced. The results suggest that complexity and modality both impact the lexical complexity of language production, and that modality also affects the quantity of language produced. National Foreign Language Resource Center 2023 Article PeerReviewed pdf en cc_by_4 http://umpir.ump.edu.my/id/eprint/39344/1/Adams%2C%20Nik%20%26%20Masrom%202023.pdf Adams, Rebecca and Nik Aloesnita, Nik Mohd Alwi and Umi Kalsom, Masrom (2023) Modality and task complexity effects on second language production in CMC. Language Learning & Technology, 27 (1). pp. 1-22. ISSN 1094-3501. (Published) https://www.lltjournal.org/item/10125-73542/ |
| spellingShingle | LB2300 Higher Education P Philology. Linguistics PE English Adams, Rebecca Nik Aloesnita, Nik Mohd Alwi Umi Kalsom, Masrom Modality and task complexity effects on second language production in CMC |
| title | Modality and task complexity effects on second language production in CMC |
| title_full | Modality and task complexity effects on second language production in CMC |
| title_fullStr | Modality and task complexity effects on second language production in CMC |
| title_full_unstemmed | Modality and task complexity effects on second language production in CMC |
| title_short | Modality and task complexity effects on second language production in CMC |
| title_sort | modality and task complexity effects on second language production in cmc |
| topic | LB2300 Higher Education P Philology. Linguistics PE English |
| url | http://umpir.ump.edu.my/id/eprint/39344/1/Adams%2C%20Nik%20%26%20Masrom%202023.pdf |
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