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Technology-mediated task-based interaction : The role of modality

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Abstract

This exploratory study examines the extent to which mode differentially impacts the quantity and quality of interactional features in second language (L2) task-based interaction. Following a within-subject, repeated measures design, intermediate adult learners (n=20) completed four (counter-balanced) tasks with a confederate interlocutor in the following conditions: audio-chat, video-chat, text-chat, and multimodal chat (in which participants could interact using more than one form of communication). Quantitative analyses examined the quality of learners’ interactions, including negotiation, recasts, and LREs. Data regarding learners’ perceptions of type of technology were also collected to provide a more holistic perspective. The results demonstrate differences in terms of interactional features and learners’ preference based on mode of technology.

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Keywords: SCMC; corrective feedback; language related episodes; multimodality; task-based language learning

Document Type: Research Article

Publication date: November 1, 2019

This article was made available online on October 8, 2019 as a Fast Track article with title: "Technology-mediated task-based interaction: The role of modality".

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