Effects of communication mode on EFL learners’ engagement and request learning
This study examines how different communication modes (two kinds of computer-mediated communication and face-to-face mode) influence EFL learners’ engagement during a collaborative writing task and its impact on subsequent request learning outcomes, measured by sociopragmatic and pragmalinguistic co...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2024-11-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2024.1454387/full |
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| author | Zhiqi Shen Cuiling Cheng |
| author_facet | Zhiqi Shen Cuiling Cheng |
| author_sort | Zhiqi Shen |
| collection | DOAJ |
| description | This study examines how different communication modes (two kinds of computer-mediated communication and face-to-face mode) influence EFL learners’ engagement during a collaborative writing task and its impact on subsequent request learning outcomes, measured by sociopragmatic and pragmalinguistic competence. Ninety-six high school English learners were assigned to groups for text-based chat, audio chat, and face-to-face interactions to complete a collaborative writing task in pairs. Two versions of the Written Discourse Completion Test (WDCT) were employed as pre-tests and post-tests to assess and compare the learning outcomes in request-making across the three groups. Cognitive and social engagement of learners were assessed by using multiple measures derived from chat logs and recordings, while a post-task questionnaire was utilized to gauge emotional engagement during the task. The results indicated that learners in the face-to-face and audio-chat conditions demonstrated higher levels of cognitive engagement compared to the text-chat group. The text-chat group reported fewer instances of negative emotions. In terms of request learning outcomes, all groups showed an increase in sociolinguistic appropriateness; however, no significant differences were found in overall pragmalinguistic competence. Social and emotional engagement significantly correlated with sociopragmatic improvement in the audio-chat mode, yet these indicators did not demonstrate significant predictive power. |
| format | Article |
| id | doaj-art-85fb8ea5c8444b69b35880c2689fbdb0 |
| institution | Kabale University |
| issn | 2504-284X |
| language | English |
| publishDate | 2024-11-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj-art-85fb8ea5c8444b69b35880c2689fbdb02024-11-08T11:17:20ZengFrontiers Media S.A.Frontiers in Education2504-284X2024-11-01910.3389/feduc.2024.14543871454387Effects of communication mode on EFL learners’ engagement and request learningZhiqi ShenCuiling ChengThis study examines how different communication modes (two kinds of computer-mediated communication and face-to-face mode) influence EFL learners’ engagement during a collaborative writing task and its impact on subsequent request learning outcomes, measured by sociopragmatic and pragmalinguistic competence. Ninety-six high school English learners were assigned to groups for text-based chat, audio chat, and face-to-face interactions to complete a collaborative writing task in pairs. Two versions of the Written Discourse Completion Test (WDCT) were employed as pre-tests and post-tests to assess and compare the learning outcomes in request-making across the three groups. Cognitive and social engagement of learners were assessed by using multiple measures derived from chat logs and recordings, while a post-task questionnaire was utilized to gauge emotional engagement during the task. The results indicated that learners in the face-to-face and audio-chat conditions demonstrated higher levels of cognitive engagement compared to the text-chat group. The text-chat group reported fewer instances of negative emotions. In terms of request learning outcomes, all groups showed an increase in sociolinguistic appropriateness; however, no significant differences were found in overall pragmalinguistic competence. Social and emotional engagement significantly correlated with sociopragmatic improvement in the audio-chat mode, yet these indicators did not demonstrate significant predictive power.https://www.frontiersin.org/articles/10.3389/feduc.2024.1454387/fullcomputer-mediated communication (CMC)face-to-face communicationlearners’ engagementrequest learningcollaborative writing task |
| spellingShingle | Zhiqi Shen Cuiling Cheng Effects of communication mode on EFL learners’ engagement and request learning Frontiers in Education computer-mediated communication (CMC) face-to-face communication learners’ engagement request learning collaborative writing task |
| title | Effects of communication mode on EFL learners’ engagement and request learning |
| title_full | Effects of communication mode on EFL learners’ engagement and request learning |
| title_fullStr | Effects of communication mode on EFL learners’ engagement and request learning |
| title_full_unstemmed | Effects of communication mode on EFL learners’ engagement and request learning |
| title_short | Effects of communication mode on EFL learners’ engagement and request learning |
| title_sort | effects of communication mode on efl learners engagement and request learning |
| topic | computer-mediated communication (CMC) face-to-face communication learners’ engagement request learning collaborative writing task |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2024.1454387/full |
| work_keys_str_mv | AT zhiqishen effectsofcommunicationmodeonefllearnersengagementandrequestlearning AT cuilingcheng effectsofcommunicationmodeonefllearnersengagementandrequestlearning |