Language learning through task-based synchronous computer-mediated communication
A limited number of studies have been conducted on the influence of task features on language production in computer-mediated communication(CMC)environments despite the role of tasks on the language production of L2 students who are mostly non-native speakers (NNSs).Among the prominent hypothe...
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| Format: | Article |
| Language: | English |
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Universiti Malaysia Sarawak
2024
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| Online Access: | http://umpir.ump.edu.my/id/eprint/41813/2/Mukhtar%20et%20al.%202024.pdf |
| _version_ | 1811138496369262592 |
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| author | Suhaila, Mukhtar Nik Aloesnita, Nik Mohd Alwi Fatimah, Ali Nor Shidrah, Mat Daud Asiah, Kassim Ainol Haryati, Ibrahim Nuraihan, Mat Daud |
| author_facet | Suhaila, Mukhtar Nik Aloesnita, Nik Mohd Alwi Fatimah, Ali Nor Shidrah, Mat Daud Asiah, Kassim Ainol Haryati, Ibrahim Nuraihan, Mat Daud |
| author_sort | Suhaila, Mukhtar |
| collection | UMP |
| description | A limited number of studies have been conducted on the influence of task features on language production in computer-mediated communication(CMC)environments despite the role of tasks on the language production of L2 students who are mostly non-native speakers (NNSs).Among the prominent hypotheses on the relationship between tasks and language production are the Cognition Hypothesis and the Trade-Off Hypothesis. The current study examined the effect of task structure on student language production in terms of syntactic complexity and fluency in CMC environments. A one-shot design study involved 46 NNS undergraduates in Malaysia and Japan. The respondents were divided into two groups: (1) respondents who performed the task with task structure (+TS) and (2) respondents who performed the task without task structure (-TS). The data were then analysed using a t-test. The present study supported the hypothesis positing that the utilisation of +TS contributes to an increase in syntactic complexity among NNSs, as well as the hypothesis proposing that the use of +TS results in improved fluency. The results also suggest examining additional variables related to task difficulty when designing tasks for CMC environments to assess their effects on fluency and syntactic complexity. |
| first_indexed | 2024-09-25T03:51:07Z |
| format | Article |
| id | UMPir41813 |
| institution | Universiti Malaysia Pahang |
| language | English |
| last_indexed | 2024-09-25T03:51:07Z |
| publishDate | 2024 |
| publisher | Universiti Malaysia Sarawak |
| record_format | dspace |
| spelling | UMPir418132024-07-09T00:47:44Z http://umpir.ump.edu.my/id/eprint/41813/ Language learning through task-based synchronous computer-mediated communication Suhaila, Mukhtar Nik Aloesnita, Nik Mohd Alwi Fatimah, Ali Nor Shidrah, Mat Daud Asiah, Kassim Ainol Haryati, Ibrahim Nuraihan, Mat Daud LB2300 Higher Education PE English A limited number of studies have been conducted on the influence of task features on language production in computer-mediated communication(CMC)environments despite the role of tasks on the language production of L2 students who are mostly non-native speakers (NNSs).Among the prominent hypotheses on the relationship between tasks and language production are the Cognition Hypothesis and the Trade-Off Hypothesis. The current study examined the effect of task structure on student language production in terms of syntactic complexity and fluency in CMC environments. A one-shot design study involved 46 NNS undergraduates in Malaysia and Japan. The respondents were divided into two groups: (1) respondents who performed the task with task structure (+TS) and (2) respondents who performed the task without task structure (-TS). The data were then analysed using a t-test. The present study supported the hypothesis positing that the utilisation of +TS contributes to an increase in syntactic complexity among NNSs, as well as the hypothesis proposing that the use of +TS results in improved fluency. The results also suggest examining additional variables related to task difficulty when designing tasks for CMC environments to assess their effects on fluency and syntactic complexity. Universiti Malaysia Sarawak 2024-05 Article PeerReviewed pdf en cc_by_nc_sa_4 http://umpir.ump.edu.my/id/eprint/41813/2/Mukhtar%20et%20al.%202024.pdf Suhaila, Mukhtar and Nik Aloesnita, Nik Mohd Alwi and Fatimah, Ali and Nor Shidrah, Mat Daud and Asiah, Kassim and Ainol Haryati, Ibrahim and Nuraihan, Mat Daud (2024) Language learning through task-based synchronous computer-mediated communication. Issues in Language Studies, 13 (1). pp. 246-262. ISSN 2180-2726. (Published) https://doi.org/10.33736/ils.5866.2024 10.33736/ils.5866.2024 |
| spellingShingle | LB2300 Higher Education PE English Suhaila, Mukhtar Nik Aloesnita, Nik Mohd Alwi Fatimah, Ali Nor Shidrah, Mat Daud Asiah, Kassim Ainol Haryati, Ibrahim Nuraihan, Mat Daud Language learning through task-based synchronous computer-mediated communication |
| title | Language learning through task-based synchronous computer-mediated communication |
| title_full | Language learning through task-based synchronous computer-mediated communication |
| title_fullStr | Language learning through task-based synchronous computer-mediated communication |
| title_full_unstemmed | Language learning through task-based synchronous computer-mediated communication |
| title_short | Language learning through task-based synchronous computer-mediated communication |
| title_sort | language learning through task based synchronous computer mediated communication |
| topic | LB2300 Higher Education PE English |
| url | http://umpir.ump.edu.my/id/eprint/41813/2/Mukhtar%20et%20al.%202024.pdf |
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