Enhancing target language output through synchronous online learner-learner interaction: The impact of audio-, video-, and text-chat interaction on learner output and affect

Marrit van de Guchte, Eline van Batenburg, Daphne van Weijen

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Abstract

In this study, we compared the impact of audio-, video-, and text-chat interaction on target language use during online learner-learner interaction and on learner affect amongst adolescent learners of German as a foreign language. Repeated measures and ANOVA analyses revealed a high percentage of target language output in all conditions for all four tasks, especially in text- chat. Audio-chatters produced the most output and used the most meaning negotiation, compensation strategies, self-repair and other-repair strategies. Learners in all conditions gained in enjoyment, willingness to communicate and self-efficacy. Anxiety reduced for text-chatters. Task effects partly determined the quantity of L2 output, while condition effects determined meaning-oriented and form-focused processing.
Original languageEnglish
Pages (from-to)218-247
JournalTASK | Journal on Task-Based Language Teaching and Learning
Volume2
Issue number2
DOIs
Publication statusPublished - 2022

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