EFFECTS OF INTERACTIVE CHAT VERSUS INDEPENDENT WRITING ON L2 LEARNING

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.