THE EFFECTS OF TEXT-BASED SCMC ON SLA: A META ANALYSIS

Wei-Chen Lin, National Tsing Hua University Hung-Tzu Huang, National Tsing Hua University Hsien-Chin Liou, Feng Chia University As various means of computer mediated communication (CMC) have been incorporated within language classrooms over the past two decades, it has become important to critically understand whether, to which extent, and under what contextual factors, a particular type of CMC is more effective than other modes of communication. This study examined the magnitude of the effect of text-based synchronous computer-mediated communication (SCMC) on second language acquisition (SLA). By searching the studies published between 1990 and 2012, this meta-analysis explored 10 experimental and quasiexperimental journal articles and doctoral dissertations and reports their overall effect on SLA, and the contextual factors that influence the between-study variation. A small but positive overall effect (m = .33) indicates that text-based SCMC could make a larger difference on SLA than other means of communication. Findings further suggested that intermediate learners may benefit more from SCMC tasks if they are grouped into pairs or small groups and participate in SCMC interactions on a weekly basis. In terms of suggestions for future research, authors should provide more description about the SCMC task in order to confirm or disconfirm the factors that are associated with effectiveness of second language (L2) learning in technology-mediated language learning contexts.

[1]  Lee B. Abraham.  Computer-mediated glosses in second language reading comprehension and vocabulary learning: A meta-analysis , 2008 .

[2]  Luke Plonsky,et al.  SYSTEMATIC REVIEW ARTICLE The Effectiveness of Second Language Strategy Instruction: A Meta-analysis , 2011 .

[3]  Bryan Smith,et al.  The Relationship between Negotiated Interaction, Learner Uptake, and Lexical Acquisition in Task-Based Computer-Mediated Communication , 2005 .

[4]  Mark Warschauer,et al.  Motivational aspects of using computers for writing and communication , 1996 .

[5]  Carol A. Chapelle,et al.  The Relationship between Second Language Acquisition Theory and Computer-Assisted Language Learning. , 2009 .

[6]  Randall W. Sadler,et al.  The effect and affect of peer review in electronic versus traditional modes on L2 writing , 2003 .

[7]  Melissa L. Fiori,et al.  The Development of Grammatical Competence through Synchronous Computer-mediated Communication , 2013 .

[8]  Shannon Sauro,et al.  COMPUTER-MEDIATED CORRECTIVE FEEDBACK AND THE DEVELOPMENT OF L2 GRAMMAR , 2009 .

[9]  Yong Zhao,et al.  Recent Developments in Technology and Language Learning: A Literature Review and Meta-analysis , 2013 .

[10]  Lourdes Ortega,et al.  Processes and outcomes in networked classroom interaction: Defining the research agenda for L2 computer-assisted classroom discussion , 1997 .

[11]  J. Norris,et al.  Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta‐analysis , 2000 .

[12]  Alan M. Taylor,et al.  The Effects of CALL versus Traditional L1 Glosses on L2 Reading Comprehension , 2013 .

[13]  Christopher Blake.  Potential of Text-Based Internet Chats for Improving Oral Fluency in a Second Language. , 2009 .

[14]  Shawn Loewen,et al.  Corrective feedback in the chatroom: An experimental study , 2006 .

[15]  M. Warschauer.  Comparing Face-To-Face and Electronic Discussion in the Second Language Classroom , 2013, CALICO Journal.

[16]  Marisol Fernández-García,et al.  Learners’ interactions: a comparison of oral and computer-assisted written conversations , 2003, ReCALL.

[17]  Mark W. Lipsey,et al.  Practical Meta-Analysis , 2000 .

[18]  Yucel Yilmaz,et al.  Effects of communication mode and salience on recasts: A first exposure study , 2011 .

[19]  Alan M. Taylor,et al.  CALL-Based versus Paper-Based Glosses: Is There a Difference in Reading Comprehension?. , 2009 .

[20]  M. Swain,et al.  THEORETICAL BASES OF COMMUNICATIVE APPROACHES TO SECOND LANGUAGE TEACHING AND TESTING , 1980 .

[21]  M. Yamada,et al.  Awareness and Performance through Self-and Partner's Image in Videoconferencing. , 2009 .

[22]  Jacob Cohen.  Statistical Power Analysis for the Behavioral Sciences , 1969, The SAGE Encyclopedia of Research Design.

[23]  L. Hedges,et al.  The Handbook of Research Synthesis , 1995 .

[24]  Jee Hwan Yun,et al.  The effects of hypertext glosses on L2 vocabulary acquisition: a meta-analysis , 2011 .

[25]  Zsuzsanna I. Abrams,et al.  The Effect of Synchronous and Asynchronous CMC on Oral Performance in German , 2003 .

[26]  Claudia R. Kost.  An investigation of the effects of synchronous computer-mediated communication (CMC) on interlanguage development in beginning learners of German: Accuracy, proficiency, and communication strategies , 2004 .

[27]  Neomy Storch,et al.  LEARNERS’ PROCESSING, UPTAKE, AND RETENTION OF CORRECTIVE FEEDBACK ON WRITING , 2010, Studies in Second Language Acquisition.

[28]  Sang-Ki Lee,et al.  VISUAL INPUT ENHANCEMENT AND GRAMMAR LEARNING: A Meta-Analytic Review , 2008, Studies in Second Language Acquisition.

[29]  Nesrin Özdener,et al.  The effects of synchronous CMC on speaking proficiency and anxiety: text versus voice chat , 2008 .

[30]  Paul Whitney,et al.  Developing L2 Oral Proficiency Through Synchronous CMC: Output, Working Memory, and Interlanguage Development. , 2013 .

[31]  R. Hanka.  The Handbook of Research Synthesis , 1994 .

[32]  Marõ ´ a,et al.  Is SLA Interactionist Theory Relevant to CALL? A Study on the Effects of Computer-Mediated Interaction in L2 Vocabulary Acquisition , 2003 .

[33]  Richard G. Kern.  Restructuring Classroom Interaction with Networked Computers: Effects on Quantity and Characteristics of Language Production , 1995 .

[34]  Shannon Sauro,et al.  SCMC for SLA: A Research Synthesis , 2011 .

[35]  Yo In'nami,et al.  Database Selection Guidelines for Meta‐Analysis in Applied Linguistics , 2010 .

[36]  Carlos A. Sequeira,et al.  Synchronous computer mediated communication and second language proficiency , 2009 .

[37]  Rose-Hulman,et al.  Synchronous Versus Asynchronous CMC and Transfer to Japanese Oral Performance , 2008 .

[38]  Nancy Sullivan,et al.  A comparative study of two ESL writing environments: A computer-assisted classroom and a traditional oral classroom , 1996 .

[39]  Lina Lee,et al.  Synchronous online exchanges: a study of modification devices on non-native discourse , 2002 .

[40]  María C. M. de Guerrero,et al.  Assessing the Impact of Peer Revision on L2 Writing , 1998 .

[41]  Richard Badger,et al.  A comparative study of peer and teacher feedback in a Chinese EFL writing class , 2006 .

[42]  G. Hu.  Potential Cultural Resistance to Pedagogical Imports: The Case of Communicative Language Teaching in China , 2002 .

[43]  Maki Hirotani.  Synchronous Versus Asynchronous CMC and Transfer to Japanese Oral Performance , 2013 .

[44]  Julie M. Sykes,et al.  Synchronous CMC and Pragmatic Development: Effects of Oral and Written Chat , 2013 .

[45]  Melissa Baralt.  Task complexity, the cognition hypothesis, and interaction in CMC and FTF environments , 2010 .

[46]  Shannon Sauro,et al.  Interruptions in chat , 2009 .

[47]  Dorothy M. Chun.  Using computer networking to facilitate the acquisition of interactive competence , 1994 .

[48]  Bryan Smith.  COMPUTER-MEDIATED NEGOTIATED INTERACTION AND LEXICAL ACQUISITION , 2004, Studies in Second Language Acquisition.

[49]  María José de la Fuente.  Is SLA Interactionist Theory Relevant to CALL? A Study on the Effects of Computer-Mediated Interaction in L2 Vocabulary Acquisition , 2003 .

[50]  Bryan Smith,et al.  Methodological Hurdles in Capturing CMC Data: The Case of the Missing Self-Repair. , 2008 .