Comparing Face-To-Face and Electronic Discussion in the Second Language Classroom

By Mark Warschauer. CALICO journal, 2013

654 citations recorded by the source corpus.

One of the supposed benefits of computer-mediated communication is that it can result in more equal participation among students. This study tested that claim by comparing equality of student participation in two modes: face-to-face discussion and electronic discussion. In a counter-balanced, repeated measures study, small groups of ESL students conducted discussion face-to-face and electronically. Amount of participation was calculated per person for each mode and was correlated to factors such as nationality, language ability, time in the U.S., and student attitude. In addition, a global measure of equality of participation was calculated and compared across the two modes. The findings showed a tendency toward more equal participation in computer mode and revealed some factors which correlated with increased student participation in that mode.

Subfields: Language and Linguistics, Literature and Literary Theory, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/1a85b013563ff4681c9939a4e5a730be32f8664d

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Citations in the corpus

Developing L2 Oral Proficiency Through Synchronous CMC: Output, Working Memory, and Interlanguage Development. (2013, background): “…from these studies have indicated that (a) students tend to produce more complex language in chatrooms than in face-to-face conversational settings (Warschauer, 1996; Kern, 1995), (b) participation increases online with " quieter " students participating as much or even more than those individuals…”
The Routledge handbook of English language teaching (2018, background): “Instead, its character emerges from the unique interaction of its multiple components, rather like a holistic, organic view of a human being.”
Facebook (2012, background): “The creation of a community of learners, or learning networks, as referred to by Dorothy Chun (1994) and Mark Warschauer (1996), levels the playing field for shy, intro-verted students.”
THE ROLE OF STUDENTS ATTITUDES AND MOTIVATION IN SECOND LANGUAGE LEARNING IN ONLINE LANGUAGE COURSES (2013, background): “In the same vein, Warschauer (1996b) identified empowerment as one of the factors that motivated students in technology-mediated L2 writing classes.”
Computer-mediated communication (2011, background): “In one of several early studies, Warschauer (1996, 1997) examined the nature of computer-mediated communication (CMC) and its potential in promoting collaborative language learning. He examined various features of CMC in terms of their relationship to theories of collaboration and interaction in edu”