NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1151019
Record Type: Journal
Publication Date: 2017-Sep
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0958-3440
Collaborative Dialogue in Synchronous Computer-Mediated Communication and Face-to-Face Communication
Zeng, Gang
ReCALL, v29 n3 p257-275 Sep 2017
Previous research has documented that collaborative dialogue promotes L2 learning in both face-to-face (F2F) and synchronous computer-mediated communication (SCMC) modalities. However, relatively little research has explored modality effects on collaborative dialogue. Thus, motivated by sociocultual theory, this study examines how F2F compares with SCMC regarding the generation of collaborative dialogue specifically in terms of its frequency and nature. Thirty-two Chinese English as a foreign language (EFL) students participated in this study and completed two types of collaborative tasks (i.e. dictogloss and jigsaw) in dyads in both modalities. The analyses of learners' exchanges focused on language-related episodes (LREs), the instantiation of collaborative dialogue. The identified LREs were categorized based on their focus, outcome and type. A follow-up questionnaire was conducted to elicit students' perspectives. The results revealed that LREs were more frequent in SCMC than in F2F. Furthermore, the analyses of the nature of LREs indicated some cross-modality differences: whereas SCMC LREs had the features of "orthographical," "correct" and "self-correction" outcomes, F2F LREs were characterized by "incorrect" and "request for assistance" outcomes. Pedagogical implications and suggestions for the future research were also discussed.
Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A