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ERIC Number: EJ1143544
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Text Chat during Video/Audio Conferencing Lessons: Scaffolding or Getting in the Way?
CALICO Journal, v33 n2 p231-259 2016
Private online language tutoring is growing in popularity. An important prerequisite for development of effective pedagogies in this context is a good understanding of how different modalities can be combined. This study provides a detailed account of how several experienced private online teachers use text chat in their Skype-based English lessons, and the pedagogical role and interactional effect of these interactions. The study investigates the relationship between characteristics of a text message and students' observable reaction to this message. The study employs a sequential Qualitative-Quantitative design and finds that text chat serves pedagogical and organizational roles in the analyzed context and that several characteristics of a text message were correlated with students' reaction to messages. Specifically, students were more likely to incorporate a text message if: (a) it introduced new vocabulary, and (b) if it was produced bimodally (speaking and typing). The study also finds that teacher typing may have a negative effect on students' fluency and teachers' attention to student language production. The study calls for further research to investigate how written and spoken channels can be effectively combined in one-to-one English lessons via video/audio conferencing lessons.
Descriptors: Computer Mediated Communication, Videoconferencing, Teleconferencing, Scaffolding (Teaching Technique), Web Based Instruction, Responses, Mixed Methods Research, Correlation, Second Language Learning, English Language Learners, Coding, Agenda Setting, Feedback (Response), Vocabulary Development, Recordkeeping, Multiple Regression Analysis
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Publication Type: Journal Articles; Reports - Research
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