Face-to-face Versus Computer-Mediated Adult Learner Interactions and Second Language Acquisition

Abstract

This dissertation investigated face-to-face (FTF) interactions and computer-mediated communication (CMC) in second language acquisition (SLA) through a systematic literature review and two mixed-methods empirical studies. The systematic literature review analyzed 35 studies’ findings that have investigated SLA through task-based interaction in FTF versus CMC. The review’s findings support previous review studies indicating a positive connection between CMC and FTF interactions and SLA. The first empirical study investigated the effectiveness of corrective feedback (CF) in FTF and text-synchronous-computer-mediated communication (SCMC) modes. The participants included six native speakers (NSs) and six intermediate L2 learners. Three NSs were trained to provide implicit CF and three NSs were trained to provide explicit CF. The participants formed six NS-learner dyads, which were divided into two groups: implicit and explicit CF. All dyads performed one task in each mode. The interactions were coded for CF episodes and types. Results of chi-square analysis indicated statistically significant difference in the frequency and effect of CF types on L2 development in FTF versus text-SCMC. This study’s findings indicated that the CF nature, the communication mode’s features, and the interlocutor impacted L2 development through interactions. Text-SCMC was more conducive in providing explicit CF, whereas FTF was more conducive in providing implicit CF. The second empirical study investigated dyadic types in FTF versus text-SCMC. The participants included four NSs, four low proficiency learners (LPLs), and four high proficiency learners (HPLs). The participants were paired up to form two of each of the following dyadic types: NS-LPL, NS-HPL, and HPL-LPL. All dyads performed one task in each mode. The interactions were coded for negotiation episodes and strategies. Results of chi-square analysis found no statistically significant difference in the frequency of negotiation episodes among the three dyadic types or the LPLs’ and HPLs’ language learning outcome in FTF versus SCMC. Results revealed that learners benefited more from interactions with NSs than with peers. When interacting with NSs, LPLs benefited more from FTF, whereas HPLs benefited more from text-SCMC in terms of generating negotiation episodes. Overall, this dissertation’s findings showed that FTF and text-SCMC complement each other in creating opportunities for L2 development.