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摘要
En 中文
Abstract
This exploratory study examines the extent to which mode differentially impacts the quantity and quality of
interactional features in second language (L2) task-based interaction. Following a within-subject, repeated measures design,
intermediate adult learners (n = 20) completed four (counter-balanced) tasks with a confederate interlocutor in
the following conditions: audio-chat, video-chat, text-chat, and multimodal chat (in which participants could interact using more
than one form of communication). Quantitative analyses examined the quality of learners’ interactions, including negotiation,
recasts, and LREs. Data regarding learners’ perceptions of type of technology were also collected to provide a more holistic
perspective. The results demonstrate differences in terms of interactional features and learners’ preference based on mode of
technology.
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