Developing L2 Oral Proficiency through Synchronous CMC: Output, Working Memory, and Interlanguage Development
CALICO JournalPublished 1 January 2003Open access
J. Scott Payne, Paul Whitney
Citations516
SJR quartileQ1
SJR score0.59
SNIP0.65
Generate an AI Snapshot to get a quick, structured summary of this paper.
Study Snapshot
ObjectiveStudy objective
MethodsResearch methodology
PopulationPopulation studied
Sample sizeSample sizes
OutcomesStudy outcomes here
ResultsStudy results comes here
LimitationsResearch study limitations comes here
A concise AI-generated summary of the paper will appear here once you click Generate AI Snapshot.
TL;DR
A naturalistic experiment was conducted to test the hypothesis that synchronous computer-mediated communication (CMC) can indirectly improve L2 oral proficiency by developing the same cognitive mechanisms underlying spontaneous conversational speech.
Abstract
A naturalistic experiment was conducted to test the hypothesis that synchronous computer-mediated communication (CMC) can indirectly improve L2 oral proficiency by developing the same cognitive mechanisms underlying spontaneous conversational speech. The theoretical framework guiding this inquiry consists of Levelt's (1989) model of language production augmented by concepts from Working Memory theory. The findings show a significant difference between the experimental and control groups oral proficiency development with participants in the experimental condition (two of four contact hours per week were in a chatroom) scoring higher than participants in the control condition. Implications for language instruction and the second language oral proficiency development for different types of learners are discussed.
Keywords
Computer ScienceArts and Humanities
Journal of Verbal Learning and Verbal BehaviorIndividual differences in working memory and reading
6,307 Citations1980Meredyth Daneman, Patricia A. Carpenter
Medical Entomology and ZoologyThe Input Hypothesis: Issues and Implications
3,023 Citations1985Stephen Krashen
Journal of Verbal Learning and Verbal BehaviorWord length and the structure of short-term memory
1,943 Citations1975Alan Baddeley, Neil C. Thomson +1 more
Applied LinguisticsProblems in Output and the Cognitive Processes They Generate: A Step Towards Second Language Learning
1,369 Citations1995Merrill Swain, Sharon Lapkin
Cambridge University Press eBooksIndividual Differences in Working Memory Capacity and What They Tell Us About Controlled Attention, General Fluid Intelligence, and Functions of the Prefrontal Cortex
1,179 Citations1999Randall W. Engle, Michael J. Kane +1 more
Psychology Press eBooksWorking Memory and Language
1,102 Citations2014Susan E. Gathercole, Alan Baddeley
Journal of Memory and LanguageEvaluation of the role of phonological STM in the development of vocabulary in children: A longitudinal study
1,014 Citations1989Susan E. Gathercole, Alan Baddeley
CALICO JournalComparing Face-To-Face and Electronic Discussion in the Second Language Classroom
955 Citations1995Mark Warschauer
The findings showed a tendency toward more equal participation in computer mode and revealed some factors which correlated with increased student participation in that mode.
Modern Language JournalRestructuring Classroom Interaction with Networked Computers: Effects on Quantity and Characteristics of Language Production
839 Citations1995Richard G. Kern
Features of InterChange that may be unsettling for teachers include: decentering of teacher authority, lesser attention to grammatical accuracy, and less clear coherence and continuity of discussions.
Canadian Modern Language Review/ La Revue canadienne des langues vivantesThe Output Hypothesis: Just Speaking and Writing Aren't Enough
711 Citations1993Merrill Swain
SystemUsing computer networking to facilitate the acquisition of interactive competence
671 Citations1994Dorothy M. Chun
It is shown that conducting class discussions on a computer network is an effective method for increasing the interactive competence of first-year foreign language learners because it provides students with the opportunity to generate and initiate different kinds of discourse.
A bilingual production model: Levelt’s ‘speaking’ model adapted
608 Citations2003Kees de Bot
Language learning & technologyComputer mediated communication: A window on L2 Spanish interlanguage
571 Citations2000Robert R. Blake
Journal of Memory and LanguageIndividual differences in comprehending and producing words in context
496 Citations1986Meredyth Daneman, Ian Green
British Journal of PsychologyThe role of phonological memory in vocabulary acquisition: A study of young children learning new names
489 Citations1990Susan E. Gathercole, Alan Baddeley
Applied LinguisticsFirst Language Use in Second Language Production
482 Citations1994Nanda Poulisse, Theo Bongaerts
Studies in Second Language AcquisitionComprehensible Output as an Outcome of Linguistic Demands on the Learner
458 Citations1989Teresa Pica, Lloyd Holliday +2 more
Studies in Second Language AcquisitionPsychological Mechanisms Underlying Second Language Fluency
448 Citations1992Richard Schmidt
Studies in Second Language AcquisitionPLANNING AND FOCUS ON FORM IN L2 ORAL PERFORMANCE
447 Citations1999Lourdes Ortega
Journal of Memory and LanguagePhonological short-term memory and foreign-language vocabulary learning
433 Citations1991Costanza Papagno, Tim Valentine +1 more
Cambridge University Press eBooksNegotiation in cyberspace: The role of chatting in the development of grammatical competence
407 Citations2012Jill Pellettieri
The Quarterly Journal of Experimental Psychology Section APhonology, Working Memory, and Foreign-language Learning
388 Citations1992Elisabet Service
It is concluded that the ability to represent unfamiliar phonological material in working memory underlies the acquisition of new vocabulary items in foreign-language learning.
Foreign Language AnnalsThe Use of Synchronous Computer Networks in Second Language Instruction: A Preliminary Report
377 Citations1992Orlando R. Kelm
Preliminary observations suggest that computer assisted class discussions may promote increased participation from all members of a work group, allow students to speak without interruption, reduce anxiety which is frequently present in oral conversations, render honest and candid expression of emotion, provide personalized identification of target language errors and create substantial interlanguage communication among L2 learners.
Journal of Speech Language and Hearing ResearchPhonological Working Memory and Speech Production in Preschool Children
345 Citations1995Anne-Marie Adams, Susan E. Gathercole
Significant differences were found, with children of good phonological memory abilities producing language that was more grammatically complex, contained a richer array of words, and included longer utterances than children of poor phonologicalMemory abilities.
Foreign Language AnnalsComputer‐Assisted Classroom Discussion in the Foreign Language Classroom: Conversation in Slow Motion
322 Citations1992Margaret Healy Beauvois
An innovative use of computer-assisted language learning (CALL) in the form of a computer network used for real-time, synchronous discussion in intermediate Portuguese and elementary French classes is explored.
A bilingual production model: Levelt's 'speaking' model adapted
283 Citations2020Kees de Bot
Applied PsycholinguisticsIs the relation between phonological memory and foreign language learning accounted for by vocabulary acquisition?
266 Citations1995Elisabet Service, Viljo Kohonen
Journal of Psycholinguistic ResearchWorking memory as a predictor of verbal fluency
206 Citations1991Meredyth Daneman
Studies in Second Language AcquisitionTESTING THE OUTPUT HYPOTHESIS
194 Citations1999Shin-ichi Izumi, Martha Bigelow +2 more
Language LearningLinguistic and Cognitive Correlates of Academic Skills in First and Second Languages
194 Citations1993Esther Geva, Ellen B. Ryan
Studies in Second Language AcquisitionInstructional Strategies and SLA in Early French Immersion
180 Citations1993Birgit Harley
The Quarterly Journal of Experimental Psychology Section APhonological Working Memory and Spoken Language Development in Young Children
174 Citations1996Anne-Marie Adams, Susan E. Gathercole
Word length and the structure of short-term memory
121 Citations2017Alan Baddeley, Neil R. Thomson +1 more
European ReviewThe ability to speak: from intentions to spoken words
87 Citations1995Willem J. M. Levelt
The present theoretical perspective on this most complex skill of homo sapiens is sketched, which presents a few salient examples of component processes that are targets of increasingly sophisticated experimental research.
First LanguagePhonological short-term memory and individual differences in learning to speak: a bilingual case study
57 Citations1993Gisela E. Speidel
Lang eBooksTowards a cross-linguistic assessment of speech production
54 Citations1980Hans W. Dechert, Manfred Raupach
The results of various methodological attempts to assess speech using a cross-linguistic approach represent an area of research which may be called Contrastive Psycholinguistics.
Springer series in language and communicationA Biological Basis for Individual Differences in Learning to Speak
17 Citations1989Gisela E. Speidel
If the contribution of each factor play a role in the variations observed in learning to speak and in the speaking skill eventually attained, it would help to understand how language is acquired and help to compare language learning to the learning of other cognitive skills.
ScholarlyCommons (University of Pennsylvania)Can Negotiation Provide a Context for Learning Syntax in a Second Language
13 Citations1995Julian Linnell
Behavioral and Brain SciencesA separate language-interpretation resource: Premature fractionation?
4 Citations1999Paul Whitney, Desiree Budd