The Effects of Focus on Form in CMC: A Case Study of Korean Adult Learners
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The purpose of this study was to explore the effects of focus on form in computer-mediated communication (CMC) on the improvement of learners’ language ability as well as the potential relationship between the use of CMC, particularly text-based online chat and planned focus on form. It was designed to combine text-based online chat with instructor-guided focus on form in order to achieve a balance between meaning and form in meaningful communication. This study was carried out with four Korean EFL adult learners for 24 weeks. The data were 24 individual CMC transcripts, transcripts of individual instant messenger interviews, and field notes. The major findings of the study were as follows: 1) there was a gradual improvement in their language ability in terms of accuracy, complexity, and fluency. In particular, total C-units and the mean length of C-unit improved throughout the class, which indicates the learners tended to perform actively with more complex utterances in CMC; 2) the data revealed that there were 4 categories of learners’ perception on focus on form in CMC, noticing of the target features, repeated use of the target features, incidental modeling, and focus on form feedback; and 3) there were problems and difficulties occurring through CMC with instructor-guided focus on form, such as overemphasis on form, L1 interference, code switching, affective issues and, lack of independence. Some pedagogical implications are provided that may be helpful when implementing CMC in combination with focus on form.
Abstract
The purpose of this study was to explore the effects of focus on form in computer-mediated communication (CMC) on the improvement of learners’ language ability as well as the potential relationship between the use of CMC, particularly text-based online chat and planned focus on form. It was designed to combine text-based online chat with instructor-guided focus on form in order to achieve a balance between meaning and form in meaningful communication. This study was carried out with four Korean EFL adult learners for 24 weeks. The data were 24 individual CMC transcripts, transcripts of individual instant messenger interviews, and field notes. The major findings of the study were as follows: 1) there was a gradual improvement in their language ability in terms of accuracy, complexity, and fluency. In particular, total C-units and the mean length of C-unit improved throughout the class, which indicates the learners tended to perform actively with more complex utterances in CMC; 2) the data revealed that there were 4 categories of learners’ perception on focus on form in CMC, noticing of the target features, repeated use of the target features, incidental modeling, and focus on form feedback; and 3) there were problems and difficulties occurring through CMC with instructor-guided focus on form, such as overemphasis on form, L1 interference, code switching, affective issues and, lack of independence. Some pedagogical implications are provided that may be helpful when implementing CMC in combination with focus on form.
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