The other C in CMC: What alternative data sources can tell us about text-based synchronous computer mediated communication and language learning

Computer Assisted Language Learning

Volumn 21, Issue 3, 2008, Pages 227-251

  O'Rourke, Breffni ^a  

^a TRINITY COLLEGE DUBLIN   (Ireland)

Author keywords

CALL research methodology; Eye tracking; HCI; MOO; Synchronous computer mediated communication; Tandem language learning

Indexed keywords

EID: 45849087685     PISSN: 09588221     EISSN: 17443210     Source Type: Journal    
DOI: 10.1080/09588220802090253     Document Type: Article

References (82)

1. Beauvois, M.H. (1997). High-tech, high-touch: from discussion to composition in the networked classroom. Computer Assisted Language Learning, 10(1), 57-69.
2. Belz, J.A. (2001). Institutional and individual dimensions of transatlantic group work in networkbased language teaching. ReCALL, 13(2), 213-231.
3. Belz, J.A. (2002). Social dimensions of telecollaborative foreign language study. Language Learning & Technology, 6(1), 60-81.
4. Belz, J.A. (2004). Learner corpus analysis and the development of foreign language proficiency. System, 32(4), 577-591.
5. Blake, R. (2000). Computer mediated communication: A window on L2 Spanish interlanguage. Language Learning & Technology, 4(1), 120-136.
6. Böhlke, O. (2003). A comparison of student participation levels by group size and language stages during chatroom and face-to-face discussions in German. CALICO Journal, 21(1), 67-87.
7. Brown, P., & Levinson, S.C. (1987). Politeness: Some universals in language usage. Oxford: Oxford University Press.
8. Chapelle, C.A. (2000). Is network-based learning CALL? In M. Warschauer & R. Kern (Eds.), Network-based language teaching: concepts and practice (pp. 204-228). Cambridge: Cambridge University Press.
9. Chun, D. (1994). Using computer networking to facilitate the acquisition of interactive competence. System, 22(1), 17-31.
10. Clark, H.H. (1996). Using language. Cambridge: Cambridge University Press.
11. Darhower, M. (2002). Interactional features of synchronous computer-mediated communication in the intermediate L2 class: A sociocultural case study. CALICO Journal, 19(2), 249-277.
12. Fernández-García, M., & Martínez Arbelaiz, A. (2002). Negotiation of meaning in nonnative speaker-nonnative speaker synchronous discussions. CALICO Journal, 20(2), 279-294.
13. Fitze, M. (2006). Discourse and participation in ESL face-to-face and written electronic conferences. Language Learning & Technology, 10(1), 67-86.
14. Freiermuth, M.R. (2001). Native speakers or non-native speakers: Who has the floor? Online and face-to-face interaction in culturally mixed small groups. Computer Assisted Language Learning, 14(2), 169-199.
15. Fuente, M.J. (2003). Is SLA interactionist theory relevant to CALL? A study on the effects of computer-mediated interaction in L2 vocabulary acquisition. Computer Assisted Language Learning, 16(1), 47-81.
16. Gass, S.M., & Varonis, E.M. (1991). Miscommunication in nonnative speaker discourse. In N. Coupland, H. Giles & J. Weimann (Eds.), Miscommunication and problematic talk (pp. 121-145). Newbury Park: Sage.
17. Gibson, J.J. (1979). The ecological approach to visual perception. Mahwah, NJ: Lawrence Erlbaum.
18. Hegelheimer, V., & Chapelle, C.A. (2000). Methodological issues in research on learner-computer interactions in CALL. Language Learning & Technology, 4(1), 41-59.
19. Hewett, B.L. (2000). Characteristics of interactive oral and computer-mediated peer group talk and its influence on revision. Computers and Composition, 17(3), 265-288.
20. Hudson, J.M., & Bruckman, A.S. (2002). IRC Français: The creation of an Internet-based SLA community. Computer Assisted Language Learning, 15(2), 109-134.
21. Hutchby, I. (2001). Conversation and technology: from the telephone to the Internet. Cambridge: Polity.
22. Jepson, K. (2005). Conversations - and negotiated interaction - in text and voice chat rooms. Language Learning & Technology, 9(3), 79-98.
23. Joinson, A.N. (2003). Understanding the psychology of Internet behaviour. Basingstoke: Palgrave Macmillan.
24. Kelm, O.R. (1992). The use of synchronous computer networks in second language instruction: A preliminary report. Foreign Language Annals, 25(5), 441-454.
25. Kern, R.G. (1995). Restructuring classroom interaction with networked computers: Effects on quantity and characteristics of language production. Modern Language Journal, 79(4), 457-476.
26. Kitade, K. (2000). L2 learners' discourse and SLA theories in CMC: Collaborative interaction in internet chat. Computer Assisted Language Learning, 13(2), 143-166.
27. Kötter, M. (2001). MOOrituri te salutant? Language learning through MOO-based synchronous exchanges between learner tandems. Computer Assisted Language Learning, 14(3-4), 289-304.
28. Kötter, M. (2002). Tandem learning on the Internet: Learner interactions in virtual online environments. Frankfurt: Peter Lang.
29. Kötter, M. (2003). Negotiation of meaning and codeswitching in online tandems. Language Learning & Technology, 7(2), 145-172.
30. Lai, C., & Zhao, Y. (2006). Noticing and text-based chat. Language Learning & Technology, 10(3), 102-120.
31. Lam, W.S.E. (2004). Second language socialization in a bilingual chat room: Global and local considerations. Language Learning & Technology, 8(3), 44-65.
32. Leahy, C. (2004). Researching language learning processes in open CALL settings for advanced learners. Computer Assisted Language Learning, 17(3-4), 289-313.
33. Lee, L. (2004). Learners' perspectives on networked collaborative interaction with native speakers of Spanish in the US. Language Learning & Technology, 8(1), 83-100.
34. Levelt, W.J.M. (1989). Speaking: From intention to articulation. Amsterdam: John Benjamins.
35. Levelt, W.J M., Roelofs, A., & Meyer, A.S. (2000). A theory of lexical access in speech production. Behavioral and Brain Sciences, 22(1), 1-38.
36. Long, M.H. (1985). Input and second language acquisition theory. In S.M. Gass & C.G. Madden (Eds.), Input in second language acquisition (pp. 377-393). Cambridge, MA: Newbury House.
37. Markus, M.L. (1994). Finding a happy medium: Explaining the negative effects of electronic communication on social life at work. ACM Transactions on Information Systems, 12(2), 119-149.
38. Negretti, R. (1999). Web-based activities and SLA: A conversation- analysis research approach. Language Learning and Technology, 3(1), 75-87.
39. Norman, D.A. (1988). The psychology of everyday things. New York: Basic Books.
40. Norman, D.A. (1999). Affordance, conventions, and design. Interactions, 6(3), 38-42.
41. O'Rourke, B. (2002). Metalinguistic knowledge in instructed second language acquisition: A theoretical model and its application in computer-mediated communication. Unpublished thesis, Trinity College Dublin, Dublin.
42. O'Rourke, B. (2005). Form-focused interaction in online tandem learning. CALICO Journal, 22(3), 433-466.
43. O'Rourke, B. (2006). The problem of data in L2 computer-mediated communication research. In M. Kötter (Ed.), Festschrift für Lienhard Legenhausen (pp. 131-144). Trier: WVT.
44. O'Rourke, B., & Schwienhorst, K. (2003). Talking text: Reflections on reflection in computer-mediated communication. In D. Little, J. Ridley & E. Ushioda (Eds.), Learner autonomy in foreign language teaching: Teacher, learner, curriculum, assessment (pp. 47-60). Dublin: Authentik.
45. Ortega, L. (1997). Processes and outcomes in networked classroom interaction: Defining the research agenda for L2 computer-assisted classroom discussion. Language Learning & Technology, 1(1), 82-93.
46. Payne, J.S., & Whitney, P.J. (2002). Developing L2 oral proficiency through synchronous CMC: Output, working memory, and interlanguage development. CALICO Journal, 20(1), 7-32.
47. Pellettieri, J. (2000). Negotiation in cyberspace: The role of chatting in the development of grammatical competence. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 59-86). Cambridge: Cambridge University Press.
48. Pérez, L.C. (2003). Foreign language productivity in synchronous versus asynchronous computer-mediated communication. CALICO Journal, 21(1), 89-104.
49. Pica, T. (1994). Research on negotiation: What does it reveal about second-language learning conditions, processes, and outcomes? Language Learning, 44(3), 493-527.
50. Postma, A. (2000). Detection of errors during speech production: A review of speech monitoring models. Cognition, 77(2), 97-132.
51. Riley, P. (2003). Drawing the threads together. In D. Little, J. Ridley & E. Ushioda (Eds.), Learner autonomy in the foreign language classroom: teacher, learner, curriculum and assessment (pp. 237-252). Dublin: Authentik.
52. Roda, C., & Thomas, J. (2006). Attention aware systems: Theories, applications, and research agenda. Computers in Human Behavior, 22(4), 557-587.
53. Salaberry, M.R. (1996). A theoretical foundation for the development of pedagogical tasks in computer mediated communication. CALICO Journal, 14(1), 5-34.
54. Salaberry, M.R. (2000). L2 morphosyntactic development in text-based computer-mediated communication. Computer Assisted Language Learning, 13(1), 5-27.
55. Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129-158.
56. Schmidt, R. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. In R. Schmidt (Ed.), Attention and awareness in foreign language learning (pp. 1-63). Honolulu Hawai'i: University of Hawai'i, Second Language Teaching and Curriculum Center.
57. Schwienhorst, K. (1998). The 'Third Place' - Virtual reality applications for second language learning. ReCALL, 10(1), 118-126.
58. Schwienhorst, K. (2002). Evaluating tandem language learning in the MOO: Discourse repair strategies in a bilingual internet project. Computer Assisted Language Learning, 15(2), 135-145.
59. Schwienhorst, K. (2004a). Learner autonomy and tandem learning: Putting principles into practice in synchronous and asynchronous telecommunications environments. Computer Assisted Language Learning, 16(5), 427-433.
60. Schwienhorst, K. (2004b). Native-speaker/non-native-speaker discourse in the MOO: Topic negotiation and initiation in a synchronous text-based environment. Computer Assisted Language Learning, 24(1), 35-50.
61. Smith, B. (2003). The use of communication strategies in computer-mediated communication. System, 31(1), 29-53.
62. Smith, B., Alvarez-Torres, M.J., & Zhao, Y. (2003). Features of CMC technologies and their impact on language learners' online interaction. Computers in Human Behavior, 19(6), 703-729.
63. Smith, B., & Gorsuch, G.J. (2004). Synchronous computer mediated communication captured by usability lab technologies: New interpretations. System, 32(4), 553-575.
64. Sotillo, S.M. (2000). Discourse functions and syntactic complexity in synchronous and asynchronous communication. Language Learning & Technology, 4(1), 82-119.
65. Sullivan, N., & Pratt, E. (1996). A comparative study of two ESL writing environments: A computer-assisted classroom and a traditional oral classroom. System, 24(4), 491-501.
66. Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honour of H.G. Widdowson (pp. 125-144). Oxford: Oxford University Press.
67. Sykes, J. (2005). Synchronous CMC and pragmatic development: Effects of oral and written chat. CALICO Journal, 22(3), 399-431.
68. Thorne, S.L. (2003). Artefacts and cultures-of-use in intercultural communication. Language Learning & Technology, 7(2), 38-67.
69. Thorne, S.L. (2005). Epistemology, politics, and ethics in sociocultural theory. Modern Language Journal, 89, 393-409.
70. Thorne, S.L., & Payne, J.S. (2005). Evolutionary trajectories, internet-mediated expression, and language education. CALICO Journal, 22(3), 371-397.
71. Torenvliet, G. (2003). We can't afford it! The devaluation of a usability term. Interactions, 10(4), 12-17.
72. Tudini, V. (2003). Using native speakers in chat. Language Learning & Technology, 7(3), 141-159.
73. Van Lier, L. (2000). From input to affordance: Socio-interactive learning from an ecological perspective. In J.P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 245-259). Oxford: Oxford University Press.
74. Vandergriff, I. (2006). Negotiating common ground in computer-mediated versus face-to-face discussions. Language Learning & Technology, 10(1), 110-138.
75. Vygotsky, L.S. (1962). Thought and language (E. Hanfmann & G. Vakar, Trans.). Cambridge, MA: MIT Press.
76. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner & E. Souberman, Trans.). Cambridge MA and London: Harvard University Press.
77. Warner, C.N. (2004). It's just a game, right? Types of play in foreign language CMC. Language Learning & Technology, 8(2), 69-87.
78. Warschauer, M. (1997). Computer-mediated collaborative learning: Theory and practice. Modern Language Journal, 81(4), 470-481.
79. Warschauer, M. (1998). Interaction, negotiation, and computer-mediated learning. In V. Darleguy, A. Ding & M. Svensson (Eds.), Educational technology in language learning: Theoretical reflection and practical applications (pp. 125-136). Lyon: National Institute of Applied Sciences, Centre of Language Resources.
80. Weininger, M.J., & Shield, L. (2004). Promoting oral production in a written channel: An investigation of learner language in MOO. Computer Assisted Language Learning, 16(4), 329-349.
81. Wertsch, J.V. (1985). Vygotsky and the social formation of mind. Cambridge, MA and London: Harvard UP.
82. Wertsch, J.V. (1995). The need for action in sociocultural research. In J.V. Wertsch, P. Del Rio & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 56-74). Cambridge: Cambridge University Press.