Language Learning & Technology, October
2014, Volume 18, Number 3
About the authors
Medha Tare is a research scientist at the University of Maryland Center for
Advanced Study of Language.
Her research interests include instructed second
language acquisition, language learning aptitude, and
bilingual acquisition.
Ewa M. Golonka is a research scientist at the University of
Maryland Center for Advanced Study of
Language. She has taught Russian, linguistics, and
second language acquisition at various universities.
Her research interests include instructed second
and third language acquisition, technology for foreign
language learning and teaching, vocabulary
learning, and language immersion.
Karen Vatz is a research scientist at the University of Maryland Center for
Advanced Study of Language.
Her research interests include bilingual lexical
representation, critical period effects, language aptitude,
and instructed second language acquisition.
Carrie L. Bonilla is a research associate at the University of
Maryland Center for Advanced Study of
Language. Her primary research interest is
instructed second language acquisition, especially the
acquisition of syntax and morphology. She has
taught a wide range of Spanish language courses at
various high schools and universities.
Carolyn Crooks is a research advisor at the University of
Maryland Center for Advanced Study of
Language. She has long experience with developing
and teaching a wide range of courses in Russian and
in language teaching methodology, with a special
interest in reading and listening skills.
Rachel Strong is a research assistant at the University of Maryland Center for
Advanced Study of
Language, specializing in Persian. She is a
graduate of the Defense Language Institute's Persian Farsi
Basic Course and is currently a student in the
University of Maryland's Persian Studies department.
The following is a review on an article
of a study titled Effect of Interactive Chat Versus Independent Writing On L2
Learning. The study aims to examine the importance of interaction for second
language (L2) acquisition by analyzing outcomes from two types of out-of-class
activities. The study compared: (a) interactive homework, completed via text
chat, and (b) individual homework, completed via independent writing. The
methodology of the study is, two intermediate-level Russian classes were
assigned to the two conditions and completed study tasks three times for six
weeks. In the individual condition, understudies finished tantamount
composition exercises all alone. Students in the interactive condition were
paired and engaged in synchronous text-chat sessions, completing tasks designed
to encourage interaction through information-, reasoning-, or opinion –gaps.
The primary research questions that guided the analyses were; (1) Do vocabulary
knowledge, writing complexity and accuracy, and oral production and fluency differ
for students who participated in the individual and interactive conditions, and
if so, how? (2) Does language production differ and change over time for
students in the interactive and individual groups in later homework assignments
compared to the earliest homework assignments, and if so, how? Both conditions
gave the same language-input and required production, over a proportionate
measure of time. Language-input were surveyed through vocabulary, written work,
and speaking pre and post-tests. Greater gains were observed from students in
the interactive condition in the form of vocabulary knowledge and oral
production compared to students in the individual condition, but, there were no
difference found in the accuracy or complexity of the students’ writing. The
findings also showed that students in the interactive condition produced more
Russian types and tokens in their homework assignments compared to students in
the individual condition, at the beginning and even later in the study. The
findings support the benefits of interactive homework for L2 learning and
production.
This
study examining on text-chat conditions and individual conditions method in
learning to determine which is more beneficial in helping students to progress
in diction, summary writing, and speaking attracts my attention because, based
on my own experience, I do not value learning through interactive activities
because there is no human interaction, in addition to doing it alone. So, this
study that combines interactive activities with text-chat sessions which, from
the founding of the study, helps with the progression of student’s proficiency
in learning a second language is close to me. In my opinion, the research was
well conducted as it has a planned structure of samples and measurements of
competency of the students. The incorporation of interactive activities to test
the students is a beneficial method because students are more inclined to have
those types of activities because they can find related sources to base on. The
study will be useful to be conducted in a Malaysian context as blended learning
(using technology such as the internet to conduct activities) is not widely
used. If this study is conducted in Malaysian context, it will aid educators to
develop activities that will promote students to practice second language or
foreign language better.
