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How to Synchronize? A Study of Video-Based, Voice-Based & Text Based Synchronous Computer-Mediated Communication, Working Memory, and Second Language Learning

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Title: How to Synchronize? A Study of Video-Based, Voice-Based & Text Based Synchronous Computer-Mediated Communication, Working Memory, and Second Language Learning
Language: English
Authors: Martin, Alexandra
Source: ProQuest LLC. 2018Ph.D. Dissertation, Georgetown University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 246
Publication Date: 2018
Document Type: Dissertations/Theses - Doctoral Dissertations
Descriptors: Video Technology, Audio Equipment, Second Language Learning, Second Language Instruction, Spanish, Grammar, Computer Mediated Communication, Online Courses, Teaching Methods, Short Term Memory, Oral Language, Pretests Posttests, Feedback (Response), Correlation
Abstract: The growing presence of Synchronous Computer-Mediated Communication (SCMC), defined as 'real-time, synchronous conversation that takes place online' (Baralt & Leow, 2016, p. 200), via video-chat programs such as Skype in online language courses has been documented in the literature (Ziegler, 2016c). While research up to now has shown that "text"-based SCMC impacts positively on second language (L2) learning, the effects of "video"- and "voice"-based SCMC still need to undergo a formal investigation as a means for effective L2 instruction. On the other hand, the role of working memory capacity (WMC) in the SCMC mode has begun to be explored in previous research but only for text-based SCMC, whereas oral SCMC has yet to be addressed. Using a controlled experimental design, the current dissertation helps fill these gaps in the literature by investigating the potential of these three SCMC modes (text-based, voice-based, and video-based) to promote L2 Spanish grammatical learning. Additionally, it addresses whether WMC mediates the effects of mode for L2 learning. Sixty-five intermediate L2 Spanish learners completed an interactive task in one of these three environments that targeted the learning of Spanish past subjunctive, a complex structure thought to be difficult to learn for L2 learners of Spanish (e.g., Collentine, 2010). Grammatical learning was assessed via pre-, post, and delayed posttest of written and oral production. Results from a series of several repeated-measures ANOVAS, ANCOVAS, and correlational analyses indicate that participants in the three SCMC modes learned the past subjunctive and many retained that learning one week after the treatment, and that this learning was not significantly different across groups. No effects were observed for WMC, indicating that participants across the WMC spectrum successfully achieved grammatical learning under the given explicit experimental conditions. Finally, participants in the text-based group took a significantly longer time to complete the task than the other two groups, although they needed significantly fewer feedback episodes than participants in the voice-based group to achieve similar rates of learning. These findings point to the importance of designing theoretically motivated learning tasks that can promote meaningful interaction in written and oral SCMC environments for L2 grammatical learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2018
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10831488
Accession Number: ED587870
Database: ERIC
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  Data: How to Synchronize? A Study of Video-Based, Voice-Based & Text Based Synchronous Computer-Mediated Communication, Working Memory, and Second Language Learning
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  Data: The growing presence of Synchronous Computer-Mediated Communication (SCMC), defined as 'real-time, synchronous conversation that takes place online' (Baralt & Leow, 2016, p. 200), via video-chat programs such as Skype in online language courses has been documented in the literature (Ziegler, 2016c). While research up to now has shown that "text"-based SCMC impacts positively on second language (L2) learning, the effects of "video"- and "voice"-based SCMC still need to undergo a formal investigation as a means for effective L2 instruction. On the other hand, the role of working memory capacity (WMC) in the SCMC mode has begun to be explored in previous research but only for text-based SCMC, whereas oral SCMC has yet to be addressed. Using a controlled experimental design, the current dissertation helps fill these gaps in the literature by investigating the potential of these three SCMC modes (text-based, voice-based, and video-based) to promote L2 Spanish grammatical learning. Additionally, it addresses whether WMC mediates the effects of mode for L2 learning. Sixty-five intermediate L2 Spanish learners completed an interactive task in one of these three environments that targeted the learning of Spanish past subjunctive, a complex structure thought to be difficult to learn for L2 learners of Spanish (e.g., Collentine, 2010). Grammatical learning was assessed via pre-, post, and delayed posttest of written and oral production. Results from a series of several repeated-measures ANOVAS, ANCOVAS, and correlational analyses indicate that participants in the three SCMC modes learned the past subjunctive and many retained that learning one week after the treatment, and that this learning was not significantly different across groups. No effects were observed for WMC, indicating that participants across the WMC spectrum successfully achieved grammatical learning under the given explicit experimental conditions. Finally, participants in the text-based group took a significantly longer time to complete the task than the other two groups, although they needed significantly fewer feedback episodes than participants in the voice-based group to achieve similar rates of learning. These findings point to the importance of designing theoretically motivated learning tasks that can promote meaningful interaction in written and oral SCMC environments for L2 grammatical learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
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        PageCount: 246
    Subjects:
      – SubjectFull: Video Technology
        Type: general
      – SubjectFull: Audio Equipment
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Spanish
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      – SubjectFull: Grammar
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      – SubjectFull: Computer Mediated Communication
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      – SubjectFull: Online Courses
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Short Term Memory
        Type: general
      – SubjectFull: Oral Language
        Type: general
      – SubjectFull: Pretests Posttests
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: Correlation
        Type: general
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      – TitleFull: How to Synchronize? A Study of Video-Based, Voice-Based & Text Based Synchronous Computer-Mediated Communication, Working Memory, and Second Language Learning
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