An investigation of learner interaction in a MOO-based virtual environment
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Date
07/2008Author
Peterson, Mark
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Abstract
This study investigated how EFL learners managed their real time interaction in a
computer-mediated communication (CMC) environment called Schmooze
University MOO. Fourteen undergraduates enrolled at two universities in Tokyo
took part in weekly text chat sessions over a semester. Four task types were
implemented; information-gap, jigsaw, decision-making and opinion-exchange.
Qualitative data such as transcripts, field notes and questionnaires were
analyzed within the framework of a case study. Findings indicated that the
subjects actively managed their interaction, monitored their linguistic output,
supported each other and exercised autonomy. Analysis of the transcripts
revealed that the subjects consistently produced coherent target language output
focused on the tasks, while at the same time, overcoming the challenge of
communicating effectively in a new online environment. They achieved this
considerable feat in part, by utilizing features of the environment designed to
facilitate interaction. Moreover, they utilized a mix of transactional and
interactional discourse management strategies that have been identified in the
literature on native speaker interaction in real time CMC. Transactional strategies
identified in the data were addressivity, time saving and feedback. Interactional
strategies were the use of pseudonyms, positive and negative politeness,
greetings, leave-takings and off-task discussion. These strategies enabled the
subjects to track turns, provide feedback and build the social cohesion necessary
for sustained communication in online environments. The analysis showed that
as the project progressed, the subjects utilized a greater number and wider range
of strategies than in the earlier sessions. The majority of these appeared the
result of transfer from conventional forms of communication. However, others
were adaptive and appropriate to the online nature of the interaction. These
strategies that have not been reported in the literature on learner-learner
interaction in CMC, were use of the to command, split turns, suspension dots,
quotation and omission. The appearance of these medium induced strategies
highlights the subjectsʼ increasingly sophisticated and successful attempts to
deal with real time computer-based nature of the interaction.
Analysis of the data further revealed that when communication problems arose
the subjects overcome them by utilizing communication strategies involved in
negotiation of meaning. The most frequent strategies identified in the data were
definition and clarification requests followed by self-, other-initiated correction and
non-response. The subjects also made limited use of confirmation and
comprehension checks. These strategies were more frequent in the jigsaw tasks
than in the other task types. The data showed that learner-learner negotiation in
this type of CMC broadly follows the model proposed for face-to-face interaction
in conventional classrooms. However, analysis indicated that the interplay of
proficiency levels, task, the computer-based nature of the interaction and
sociocultural concerns appeared to influence the frequency of negotiation.