EFL Learners’ Negotiation on Form During Synchronous Computer-Mediated Communication: The Role of Corrective Feedback in EFL Learners’ Uptake
DOI:
https://doi.org/10.17507/tpls.1604.13Keywords:
synchronous computer-mediated communication (SCMC), focus on form, negotiation of meaning, corrective feedback (CF), uptakeAbstract
The use of computer-mediated communication (CMC) in language learning, in a variety of forms, has expanded rapidly since the 1990s. It is well documented that computer-mediated communication (CMC) can create a positive learning environment in which learners engage in authentic communication and negotiate for meaning. However, limited research has examined how synchronous CMC (SCMC) helps EFL learners negotiate on form and how this interaction may impact learner uptake. This study addresses this gap by investigating 1) the extent to which EFL Saudi learners negotiate on form in an SCMC environment and 2) whether peer corrective feedback (CF) during SCMC leads to immediate uptake. Twenty EFL Saudi learners were divided into two dyads and asked to perform decision-making tasks in an SCMC setting. Participants were randomly assigned to either a "no negotiation on form" condition (peer interaction only) or a "negotiation on form" condition (peer CF interaction). The findings revealed that negotiation on form, prompted by peer CF, resulted in significantly higher instances of corrective feedback and immediate uptake compared to the "no negotiation on form" condition. The study concludes with practical implications for using SCMC to enhance EFL learners’ linguistic accuracy and offers recommendations for future research to optimize corrective feedback strategies in digital language-learning environments.
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