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Text-based negotiated interaction of NNS-NNS and NNS-NS dyads on Facebook

Published online by Cambridge University Press:  15 June 2017

Sarah Hsueh-Jui Liu
Sarah Hsueh-Jui Liu*
Affiliation:
Kainan University, Taiwan (email: sarah.hjliu@gmail.com)
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Abstract

This study sought to determine the difference in text-based negotiated interaction between non-native speakers of English (NNS-NNS) and between non-native and natives (NNS-NS) in terms of the frequency of negotiated instances, successfully resolved instances, and interactional strategy use when the dyads collaborated on Facebook. It involved 10 native English speakers and 30 learners of English as a foreign language (EFL). NNS-NNS dyads consisted of five H-H pairs and five L-L pairs (H and L representing high- and low-proficiency learners). Similarly, NNS-NS dyads comprised five H-N pairs and five L-N pairs (N being native speakers). All dyads were required to use text chats to complete the given reading tasks synchronously in chatrooms on Facebook. The results suggested that negotiated instances, successfully resolved instances, and interactional strategy use occurred more frequently in H-H pairs than in L-N, L-L, or H-N pairs. In terms of strategy use, H-H, H-N, and L-N dyads were likely to engage in negotiated interaction by employing strategies such as clarifying unclear expressions or checking their comprehension, while L-L used interactional mechanisms infrequently and tended to use strategies such as continuers and asking for assistance. The research concludes with the pedagogical implications of the results.

Keywords

interactional strategy usesecond language acquisitionsynchronous text-based computer-mediated communicationsecond/foreign language learning
Type
Regular papers
Information
ReCALL , Volume 29 , Issue 3 , September 2017 , pp. 294 - 312
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Copyright
Copyright © European Association for Computer Assisted Language Learning 2017 

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