The effect of synchronous computer mediated communication on language acquisition
| Project/Area Number |
21K00673
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Review Section |
Basic Section 02100:Foreign language education-related
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| Research Institution | Saitama University |
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Principal Investigator |
ヒューズ リアンダー 埼玉大学, 教育機構, 准教授 (80513861)
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| Project Period (FY) |
2021-04-01 – 2024-03-31
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| Project Status |
Completed (Fiscal Year 2023)
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| Budget Amount *help |
¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2023: ¥520,000 (Direct Cost: ¥400,000、Indirect Cost: ¥120,000)
Fiscal Year 2022: ¥130,000 (Direct Cost: ¥100,000、Indirect Cost: ¥30,000)
Fiscal Year 2021: ¥390,000 (Direct Cost: ¥300,000、Indirect Cost: ¥90,000)
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| Keywords | CALL / SCMC / communication / interaction / output / vocabulary / input / negotiation / vocabulary acquisition / Computer / CMC / Communication / Interaction / Language / Learning / SLA |
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| Outline of Research at the Start |
My study will include a rigorous month-long experiment employing a true control group, wherein the experimental group interacts to solve a two-way computer-mediated information gap involving course-appropriate target language content via an application that I am currently developing called Text Detective while the control group also studies the same content except without interacting. It will be the first time that such an approach has been attempted.
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| Outline of Annual Research Achievements |
The researcher created Text Detective, a special online computer application that administered communicative and non-communicative text-based tasks. An experiment conducted using the program found that both task types lead to significant gains in language development and that there was no difference in absolute gains between tasks. However, there was a significant difference in productive vocabulary learning efficiency in favor of the communicative task (Hughes, 2023a). An analysis of the communication revealed that context-elaborative question formulation correlated significantly with vocabulary learning efficiency even for questions that were not responded to. This suggests that the process of forming the questions themselves led to the gains in efficiency (Hughes, 2023b).
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Report
(3 results)
Research Products
(12 results)
