TY - JOUR
T1 - Pre-task planning effects on learner engagement in face-to-face and synchronous computer-mediated communication
AU - Qiu, Xuyan
AU - Bui, Gavin
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The work described in this article was fully supported by a grant from the Research Grants Council of the Hong Kong Special Administrative Region, China (UGC/FDS16/H18/21).
Publisher Copyright:
© The Author(s) 2022.
PY - 2022
Y1 - 2022
N2 - This study investigates the effects of pre-task planning on English as a second language (ESL) learners’ engagement in oral tasks in the face-to-face real-time communication (FTF) and synchronous video-based computer-mediated communication (SvCMC) modes. A total of 36 ESL learners performed two decision-making tasks (with versus without pre-task planning) in dyads in the FTF or the SvCMC mode. Their oral discourse of tasks was analysed via seven indicators in terms of behavioral, cognitive and social engagement. Their emotional engagement was captured via an interview immediately after the task performance. As the results showed, pre-task planning did not significantly affect the learners’ behavioral, cognitive and social engagement in either the FTF or the SvCMC condition. In SvCMC, more negotiations on content were produced when there was no planning time, but such a difference was not observed among the FTF learners. Mixed affective responses were reported on pre-task planning and the two task modalities. The findings yield pedagogical implications for second language (L2) teaching in the face-to-face and online contexts.
AB - This study investigates the effects of pre-task planning on English as a second language (ESL) learners’ engagement in oral tasks in the face-to-face real-time communication (FTF) and synchronous video-based computer-mediated communication (SvCMC) modes. A total of 36 ESL learners performed two decision-making tasks (with versus without pre-task planning) in dyads in the FTF or the SvCMC mode. Their oral discourse of tasks was analysed via seven indicators in terms of behavioral, cognitive and social engagement. Their emotional engagement was captured via an interview immediately after the task performance. As the results showed, pre-task planning did not significantly affect the learners’ behavioral, cognitive and social engagement in either the FTF or the SvCMC condition. In SvCMC, more negotiations on content were produced when there was no planning time, but such a difference was not observed among the FTF learners. Mixed affective responses were reported on pre-task planning and the two task modalities. The findings yield pedagogical implications for second language (L2) teaching in the face-to-face and online contexts.
KW - computer-mediated communication
KW - face-to-face communication
KW - learner engagement
KW - pre-task planning
KW - task-based interaction
UR - http://www.scopus.com/inward/record.url?scp=85141594505&partnerID=8YFLogxK
U2 - 10.1177/13621688221135280
DO - 10.1177/13621688221135280
M3 - Journal article
AN - SCOPUS:85141594505
SN - 1362-1688
JO - Language Teaching Research
JF - Language Teaching Research
ER -