The Feasibility of Using Text-Based Online Chat for Communicative Focus on Form
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This study investigated the issue of whether focus on form instruction using text-based online chat has adequate feasibility primarily from participating learners’ perspectives. A three-week English learning program was designed to help college students practice interaction in English outside their regular English class hours. Thirty-two students at a university in Korea interacted with the researcher via Windows Live Messenger. The learners practiced chatting in week 1 and participated in a role-play task in week 2. During the task, the researcher corrected their errors and helped them with their form related questions. In week 3, they completed a review task based on the chat script and filled out a questionnaire. It was found that the learners evaluated focus on form (corrective feedback and the researcher’s answers to their questions), role-play task, and text-based online chat positively, with focus on form being more positively evaluated than the others. This finding suggests that imbedding focus on form within an L2 learning program based on text-based online chat contributes to learner satisfaction, and thus makes it a feasible approach to addressing the learners’ needs for various English forms outside the classroom.
Abstract
This study investigated the issue of whether focus on form instruction using text-based online chat has adequate feasibility primarily from participating learners’ perspectives. A three-week English learning program was designed to help college students practice interaction in English outside their regular English class hours. Thirty-two students at a university in Korea interacted with the researcher via Windows Live Messenger. The learners practiced chatting in week 1 and participated in a role-play task in week 2. During the task, the researcher corrected their errors and helped them with their form related questions. In week 3, they completed a review task based on the chat script and filled out a questionnaire. It was found that the learners evaluated focus on form (corrective feedback and the researcher’s answers to their questions), role-play task, and text-based online chat positively, with focus on form being more positively evaluated than the others. This finding suggests that imbedding focus on form within an L2 learning program based on text-based online chat contributes to learner satisfaction, and thus makes it a feasible approach to addressing the learners’ needs for various English forms outside the classroom.
참고문헌 (34)
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