Effect of Asynchronous Computer-Mediated Condition on EFL Learners' Social and Emotional Engagement with Speaking Tasks
الموضوعات :Matin Ramak 1 , Hossein Siahpoosh 2 , Mehran Davaribina 3
1 - Department of English, Ardabil Branch, Islamic Azad University, Ardabil, Iran
2 - Department of English, Ardabil Branch, Islamic Azad University, Ardabil, Iran
3 - Department of English, Ardabil Branch, Islamic Azad University, Ardabil, Iran
الکلمات المفتاحية: Emotional engagement, Computer-mediated communication, social engagement, speaking task,
ملخص المقالة :
The study of second language learners' engagement with language learning tasks has become an enchanting line of research since several studies in general education and second language literature have proved its significant effects on learners' ultimate educational success. However, there are several niches in the literature which have not been occupied yet. One of these niches, addressed in this study, is the examination of the effect of computer-mediated condition on second language learners' emotional and social engagement with speaking tasks. Using a repeated-measures design, 40 intermediate language learners performed computer-mediated and face-to-face speaking tasks in a counterbalanced fashion. A questionnaire and semi-structured interviews were employed to collect the required data to respond to the questions. The results showed that learners were more emotionally and socially engaged with the computer-mediated speaking tasks. It was also revealed that low-intermediate learners’ use of social engagement indicators was significantly higher in the computer-mediated condition; however, the change in the condition did not significantly affect the quantity of social engagement indicators provided by high-intermediate ones. The findings also indicated that different engagement dimensions are interconnected, and the change in one of them can affect the other ones.
Amiryousefi, M. (2017). The differential effects of collaborative vs. individual prewriting planning on computer-mediated L2 writing: Transferability of task-based linguistic skills in focus. Computer Assisted Language Learning, 30(8), 766-786.
Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education. Cengage Learning.
Aubrey, S., King, J., & Almukhaild, H. (2020). Language learner engagement during speaking tasks: A longitudinal study. RELC Journal, 1-15.
Blake, R. (2017). Technologies for Teaching and Learning L2 Speaking. In C. Chapelle & S. Sauro (Eds.), The Handbook of Technology and Second Language Teaching and Learning (pp. 107–117). John Wiley & Sons Inc.
Castañeda, D. A. (2019). Improving conversational interactions with task-based activities in a Spanish as a second language class, Computer Assisted Language Learning, 1-28. doi:10.1080/09588221.2019.1666149.
Chang, F. (2009). Peer review through synchronous and asynchronous modes: A case study in a Taiwanese college English writing course. JALTCALL Journal, 5(1), 45-64.
Chong, L. D. (2020). The Linguistic Perspectives on Computer Mediated Communication. Beyond Words, 8(1), 24-35.
Chong, S. W. (2020). Reconsidering student feedback literacy from an ecological perspective. Assessment & Evaluation in Higher Education, 46(1), 92-104.
Christenson, S. L., Reschly, A. L., & Wylie, C. (Eds.). (2012). Handbook of research on student engagement. Springer Science & Business Media.
Csikszentmihalyi, M., & Csikzentmihaly, M. (1990). Flow: The psychology of optimal experience. Harper & Row.
Dao, P. (2019). Effects of task goal orientation on learner engagement in task performance. International Review of Applied Linguistics in Language Teaching. Advance online access. doi:10.1515/iral-2018-0188
Dao, P. (2020). Effect of interaction strategy instruction on learner engagement in peer interaction. System, 91, 102244.
Dao, P., & McDonough, K. (2018). Effect of proficiency on Vietnamese EFL learners’ engagement in peer interaction. International Journal of Educational Research, 88, 60-72.
Derakhshan, A., Khalili, A. N., & Beheshti, F. (2016). Developing EFL learner’s speaking ability, accuracy and fluency. English Language and Literature Studies, 6(2), 177-186.
Dörnyei, Z. (2019). Towards a better understanding of the L2 learning experience, the Cinderella of the L2 motivational self-system. Studies in Second Language Learning and Teaching, 9(1), 19-30.
Ellis, R. (2019). Towards a modular language curriculum for using tasks. Language Teaching Research, 23(4), 454–475.
Embi, M. A. (2011). Web 2.0 social networking tools: A quick guide. Pusat Pembangunan Akademik, Universiti Kebangsaan Malaysia.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.
Guillén, G. (2015). Awareness and corrective feedback in social CALL, Tandems, and E-Tandems. IALLT Journal of Language Learning Technologies, 44(2), 1-42.
Hall, G. (2017). Exploring English language teaching: Language in action. Routledge.
Han, Y. (2017). Mediating and being mediated: Learner beliefs and learner engagement with written corrective feedback. System, 69, 133-142.
Han, Y., & Hyland, F. (2015). Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom. Journal of Second Language Writing, 30, 31-44.
Hiver, P., Al-Hoorie, A. H., & Mercer, S. (Eds.). (2020). Student engagement in the language classroom. Multilingual Matters.
Hoomanfard, M. H., & Meshkat, M. (2015). Writing on a Computer and Using Paper and Pencil: Is there any Difference in the Internal Cognitive Processes? GEMA Online® Journal of Language Studies, 15(2), 17-31.
Hoomanfard, M. H., & Rahimi, M. (2020). A comparative study of the efficacy of teacher and peer online written corrective feedback on EFL learners' writing ability. Zabanpazhuhi (Journal of Language Research), 11(33), 327-352.
Hubbard, P., & Colpaert, J. (2018). Toward transdisciplinarity in computer-assisted language learning. Calico Journal, 36(2), 81-99.
Huisman, B., Saab, N., Van Driel, J., & Van Den Broek, P. (2018). Peer feedback on academic writing: undergraduate students’ peer feedback role, peer feedback perceptions and essay performance. Assessment & Evaluation in Higher Education, 43(6), 955-968.
Humphreys, K. L., Nelson, C. A., Fox, N. A., & Zeanah, C. H. (2017). Signs of reactive attachment disorder and disinhibited social engagement disorder at age 12 years: Effects of institutional care history and high-quality foster care. Development and psychopathology, 29(2), 675-684.
Jafarigohar, M., Hoomanfard, M. H., & Jalilifar, A. (2018). A typology of supervisor written feedback on L2 students’ Theses/Dissertations. Iranian Journal of Applied Linguistics, 21(2), 43-87.
Kim, H. Y. (2020). Multimodal input during technology-assisted teacher instruction and English learner's learning experience. Innovation in Language Learning and Teaching, 1-13.
Krashen, S. (1987). Principles and Practice in Second Language Acquisition. Englewood Cliffs, NJ : Prentice Hall International.
Kuh, G., Cruce, T., Shoup, R., Kinzie, J. and Gonyea, R. (2008). Unmasking the effects of student engagement on first year college grades and persistence, Journal of Higher Education, 79(5), 540–563.
Lantolf, J. P., & Poehner, M. E. (2011). Dynamic assessment in the classroom: Vygotskian praxis for second language development. Language teaching research, 15(1), 11-33.
Lin, A. M. (2019). Theories of trans/languaging and trans-semiotizing: Implications for content-based education classrooms. International Journal of Bilingual Education and Bilingualism, 22(1), 5-16.
Lin, J.Y. (2005). Synchronous and asynchronous conferencing: A comparison of two modes of online ESL peer response and their effects on student talk and subsequent text revision. Dissertation Abstracts International, 66(7), 25-48.
Lin, Y. L. (2020). A helping hand for thinking and speaking: Effects of gesturing and task planning on second language narrative discourse. System, 91, 102243.
Litman, D., Strik, H., & Lim, G. S. (2018). Speech technologies and the assessment of second language speaking: Approaches, challenges, and opportunities. Language Assessment Quarterly, 15(3), 294-309.
Litman, D., Strik, H., & Lim, G. S. (2018). Speech technologies and the assessment of second language speaking: Approaches, challenges, and opportunities. Language Assessment Quarterly, 15(3), 294-309.
Long, M. H. (1981). Input, interaction, and second‐ language acquisition. Annals of the New York academy of sciences, 379(1), 259-278.
Luoma, S. (2004). Assessing speaking. Ernst Klett Sprachen.
Mahmoudikia, M., Hoomanfard, M. H., & Izadpanah, M. A. (2014). Factors affecting ICT use in Iranian classes: a literature review. International Journal of Language Learning and Applied Linguistics World, 6(1), 203-214.
Mokhtar, F. A., & Dzakiria, H. (2015). Illuminating the potential of Edmodo as an interactive virtual learning platform for English language learning and teaching. Malaysian Journal of Distance Education, 17(1), 83-98.
Natriello, G. (1984). Problems in the evaluation of students and student disengagement from secondary schools. Journal of Research and Development in Education, 17(4), 14-24.
Parmaxi, A., & Demetriou, A. A. (2020). Augmented reality in language learning: A state‐of‐the‐art review of 2014–2019. Journal of Computer Assisted Learning, 36(6), 861-875.
Parmaxi, A., Zaphiris, P., & Ioannou, A. (2016). Enacting artifact-based activities for social technologies in language learning using a design-based research approach. Computers in Human Behavior, 63, 556-567.
Pavlenko, A. (2008). Emotion and emotion-laden words in the bilingual lexicon. Bilingualism: Language and cognition, 11(2), 147-164.
Payne, S., 8c Whitney, P. J. (2002). Developing L2 oral proficiency through synchronous CMC: Output, working memory, and interlanguage development. CALICO Journal, 20, 7-32.
Pham, H. T. P. (2020). Computer-mediated and face-to-face peer feedback: student feedback and revision in EFL writing. Computer Assisted Language Learning, 1-37.
Philp, J., & Duchesne, S. (2016). Exploring engagement in tasks in the language classroom. Annual Review of Applied Linguistics, 36, 50-72.
Reeve, J. (2012). A self-determination theory perspective on student engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 149–172). Springer.
Schunk, D. H., & Mullen, C. A. (2012). Self-efficacy as an engaged learner. In S. L. Christenson, A. L. Reschly & C. Wylie (Eds.), Handbook of research on student engagement (pp. 219-235). Springer.
Shang, H. F. (2017). An exploration of asynchronous and synchronous feedback modes in EFL writing. Journal of Computing in Higher Education, 29(3), 496-513.
Shepherd, C. E., & Bolliger, D. U. (2011). The effects of electronic portfolio tools on online students' perceived support and cognitive load. The Internet and Higher Education, 14(3), 142-149.
Shokrpour, N., Mirshekari, Z., Moslehi, S., & Popescu, M. (2019). Learning vocabulary electronically: Does computer assisted language learning (CALL) instruction have any impacts on Iranian EFL learners?, Cogent Education, 6(1), 1702827. https://doi.org/10.1080/2331186X.2019.1702827.
Skinner, E. A., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100, 765–781.
Storch, N. (2013). Collaborative writing in L2 classrooms. Multilingual Matters.
Swain, M. (2006). Languaging, agency and collaboration in advanced second language learning. In H. Byrnes (Ed.), Advanced Language Learning: The Contributions of Halliday and Vygotsky (pp. 95–108). Continuum.
Swain, M., Lapkin, S., Knouzi, I., Suzuki, W., & Brooks, L. (2010). Languaging: University students learn the grammatical concept of voice in French. The Modern Language Journal, 93(1), 5-29.
Tsai, P. H. (2019). Beyond self-directed computer-assisted pronunciation learning: a qualitative investigation of a collaborative approach. Computer Assisted Language Learning, 32(7), 713-744.
Walsh, S. (2006). Investigating classroom discourse. Routledge.
Zhang, R., & Zou, D. (2021). A state-of-the-art review of the modes and effectiveness of multimedia input for second and foreign language learning. Computer Assisted Language Learning, 1-27.
Zhang, Z. V. (2020). Engaging with automated writing evaluation (AWE) feedback on L2 writing: Student perceptions and revisions. Assessing Writing, 43, 103-123.
Zhang, Z. V., & Hyland, K. (2018). Student engagement with teacher and automated feedback on L2 writing. Assessing Writing, 36, 90-102.
Zou, B., & Thomas, M. (2019). Recent developments in technology-enhanced and computer assisted language learning. Hershey, Pennsylvania: IGI Global.
