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Learner-Generated Content, Task Engagement, Affective Response, and Memory on Technology-Mediated Conversation Tasks

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Title: Learner-Generated Content, Task Engagement, Affective Response, and Memory on Technology-Mediated Conversation Tasks
Language: English
Authors: Craig Lambert (ORCID 0000-0001-6017-1336), Scott Aubrey (ORCID 0000-0003-4365-0516)
Source: Studies in Second Language Learning and Teaching. 2025 15(3):479-500.
Availability: Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, College Students, Student Developed Materials, Learner Engagement, Emotional Response, Computer Mediated Communication, Interactive Video, Technology Uses in Education, Educational Technology, Second Language Learning, Recall (Psychology)
Geographic Terms: Australia
ISSN: 2083-5205
2084-1965
Abstract: This study provides insight into the role of learner-generated content (LGC) in affective response and engagement during interactive tasks on a video conferencing platform. It also examines task content, affect and conation with respect to recall of the language used on tasks. The performances of four learners on recommendation tasks are analyzed in detail, comparing LGC with teacher-generated content (TGC). Results reveal that when listening to technology-mediated recommendations based on LGC, the information-receivers in the study took a more active role in the online tasks, interacted more with the speakers, displayed more positive emotions, felt more interested and focused, and were better able to recall the language and content that the speakers used. The results also revealed that the impact of LGC was consistent across learners of different first languages (Chinese, Indonesian), genders (female, male) and cultures (Confucian, Muslim) and that the effect of LGC in one technology-mediated context was comparable to the effects of LGC documented in previous research in face-to-face contexts. The study expands research on the role of the learner in task-based language teaching to measures of affect via facial analysis as well as language retention by learners in the receptive role of technology-mediated interactive tasks.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1483732
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Learner-Generated Content, Task Engagement, Affective Response, and Memory on Technology-Mediated Conversation Tasks
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  Data: <searchLink fieldCode="AR" term="%22Craig+Lambert%22">Craig Lambert</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6017-1336">0000-0001-6017-1336</externalLink>)<br /><searchLink fieldCode="AR" term="%22Scott+Aubrey%22">Scott Aubrey</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4365-0516">0000-0003-4365-0516</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Studies+in+Second+Language+Learning+and+Teaching%22"><i>Studies in Second Language Learning and Teaching</i></searchLink>. 2025 15(3):479-500.
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  Data: Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
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  Data: Y
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  Data: 22
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  Data: 2025
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Developed+Materials%22">Student Developed Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Interactive+Video%22">Interactive Video</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Recall+%28Psychology%29%22">Recall (Psychology)</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 2083-5205<br />2084-1965
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  Label: Abstract
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  Data: This study provides insight into the role of learner-generated content (LGC) in affective response and engagement during interactive tasks on a video conferencing platform. It also examines task content, affect and conation with respect to recall of the language used on tasks. The performances of four learners on recommendation tasks are analyzed in detail, comparing LGC with teacher-generated content (TGC). Results reveal that when listening to technology-mediated recommendations based on LGC, the information-receivers in the study took a more active role in the online tasks, interacted more with the speakers, displayed more positive emotions, felt more interested and focused, and were better able to recall the language and content that the speakers used. The results also revealed that the impact of LGC was consistent across learners of different first languages (Chinese, Indonesian), genders (female, male) and cultures (Confucian, Muslim) and that the effect of LGC in one technology-mediated context was comparable to the effects of LGC documented in previous research in face-to-face contexts. The study expands research on the role of the learner in task-based language teaching to measures of affect via facial analysis as well as language retention by learners in the receptive role of technology-mediated interactive tasks.
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      – Text: English
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        PageCount: 22
        StartPage: 479
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: College Students
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      – SubjectFull: Student Developed Materials
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Emotional Response
        Type: general
      – SubjectFull: Computer Mediated Communication
        Type: general
      – SubjectFull: Interactive Video
        Type: general
      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Educational Technology
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Recall (Psychology)
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      – SubjectFull: Australia
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      – TitleFull: Learner-Generated Content, Task Engagement, Affective Response, and Memory on Technology-Mediated Conversation Tasks
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