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Peer interaction in text chat: Qualitative analysis of chat transcripts

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Title: Peer interaction in text chat: Qualitative analysis of chat transcripts
Authors: Golonka, Ewa M.
Tare, Medha
Bonilla, Carrie
Keywords: Computer-Mediated Communication
Language Teaching Methodology
Instructional Design
Issue Date: 01 Jun 2017
Publisher: University of Hawaii National Foreign Language Resource Center
Michigan State University Center for Language Education and Research
Citation: Golonka, E. M., Tare, M., & Bonilla, C. (2017). Peer interaction in text chat: Qualitative analysis of chat transcripts. Language Learning & Technology, 21(2), 157–178. https://dx.doi.org/10125/44616
Abstract: Prior research has shown that intermediate-level adult learners of Russian who worked interactively with partners using text chat improved their vocabulary and oral production skills more than students who worked independently (Tare et al., 2014). Drawing on the dataset from Tare et al. (2014), the current study follows up to explore the nature of the students’ (N = 25) interactions during the text chat activities to determine potential sources of the gains. All 18 activities developed for the study encouraged interaction to complete tasks in pairs. A detailed coding of 169 text chat transcripts examined instances of peer–peer interactions. Our quantitative and qualitative analyses explored whether and to what extent real-time interactive language tasks foster the kinds of language-related moves that may support greater language learning. Results show that students spontaneously engaged in various behaviors which may support language learning, such as providing language-related assistance (self- and peer-correction, negotiation for meaning), using their partner as a resource (for clarifying information, modeling language use, or helping with unknown vocabulary), and providing encouragement (responding positively to the task and to each other, eliciting information from a partner). The most frequent instances were of positive affect, self-correction, and partner correction.
URI/DOI: http://hdl.handle.net/10125/44616
ISSN: 1094-3501
Appears in Collections:Volume 21 Number 2, June 2017


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