An Investigation of Synchronous Online Communication and Task-Based Learning in the EFL Classroom

The aim of this study was to gauge the capability of two synchronous computer-mediated communication modes (text chat and voice chat) to promote second language (L2) uptake in an English as a foreign language (EFL) classroom setting. Both communication modes are different from face-to-face (f2f) communication with features that have the potential to promote better learning outcomes in certain conditions. Three distinct tasks were designed using task-based language teaching (TBLT) as a framework to measure the effectiveness of each mode (text chat; voice chat; f2f) to facilitate both immediate and delayed uptake. Participants in the study were mostly first year Japanese university students, enrolled in required English conversation classes (Semester 1; Semester 2) that were split into six separate classes. The study investigated: (1) the extent to which task design and communication mode affected uptake; (2) how much time allowances played a role; and (3) the degree that task perceptions differed depending on communication mode. The effectiveness of the three modes and tasks was measured using a series of pretests and post-tests. Post-questionnaires and interviews were also conducted to gain insight into the task design perceptions of participants who interacted in either of the SCMC modes or f2f. This investigation revealed both similarities and differences in the way SCMC and f2f communication affected learner uptake and demonstrated that certain elements of task design, such as input type, time allowances, and goal orientation, can play a role in how successful text chat and voice chat is at promoting uptake, compared to f2f interaction