Previous research has documented that collaborative dialogue promotes L2 learning in both face-to-face (F2F) and synchronous computer-mediated communication (SCMC) modalities. However, relatively little research has explored modality effects on collaborative dialogue. Thus, motivated by sociocultual theory, this study examines how F2F compares with SCMC regarding the generation of collaborative dialogue specifically in terms of its frequency and nature. Thirty-two Chinese English as a foreign language (EFL) students participated in this study and completed two types of collaborative tasks (i.e. dictogloss and jigsaw) in dyads in both modalities. The analyses of learners’ exchanges focused on language-related episodes (LREs), the instantiation of collaborative dialogue. The identified LREs were categorized based on their focus, outcome and type. A follow-up questionnaire was conducted to elicit students’ perspectives. The results revealed that LREs were more frequent in SCMC than in F2F. Furthermore, the analyses of the nature of LREs indicated some cross-modality differences: whereas SCMC LREs had the features of orthographical, correct and self-correction outcomes, F2F LREs were characterized by incorrect and request for assistance outcomes. Pedagogical implications and suggestions for the future research were also discussed.

This study examines the potential of learner-learner interaction through Synchronous Computer-Mediated Communication (SCMC) to focus learners’ attention on form. Focus on form is operationalized through Language-Related Episodes (LREs), instances where learners turn their attention to formal aspects of language by questioning the accuracy of their own or each other’s language use. The study also compares two task types, jigsaw and dictogloss, with respect to the number and characteristics of LREs. Ten adult intermediate ESL learners from an intensive English language program in the US worked together in dyads to carry out one jigsaw and one dictogloss task in an SCMC environment. Tasks were controlled for content and were presented in two alternative orders. The dictogloss in this study generated more LREs than the jigsaw. LREs were also qualitatively different across task types. Jigsaw LREs were implicit and did not result in incorrectly solved outcomes, whereas dictogloss LREs were explicit and resulted in correctly solved, incorrectly solved, and unresolved outcomes.

We present two case studies of two different pedagogical tasks in a Computer Assisted Language Learning environment called Grim. The main design principle in Grim is to support ‘Focus on Form’ in second language pedagogy. Grim contains several language technology-based features for exploring linguistic forms (static, rule-based and statistical), intended to be used while writing. Our question is, in what ways does Grim support Focus on Form in actual classroom use. We have explored this question within sociocultural theory, emphasizing tool mediation and how tools shape the learner’s activity. The first case concerns a text-reconstruction exercise in which students worked in a pair within the Grim environment. The second case was conducted with another group of students, who engaged in collaborative revision of texts, written in advance by one of the students, in student pairs. In both studies, students were instructed and encouraged to use the different features of Grim. Data was collected by recording dialogue during the sessions with Grim. Our results show how learners put the features of Grim into use in their writing tasks. In some instances, the program was used creatively, in combination with external tools such as the users’ own dictionaries, knowledge of other languages, or teachers. In other instances, we note that Grim was used for error correction, rather than as a language resource. The learners’ activities are thus transformed by their use of the program, from the tasks of revision and text-reconstruction into error correction. The application shapes the activity, in conjunction with the pedagogical tasks. We argue for studying the activities of students with CALL tools, in order to find out in detail how tasks and technology concur in use and what view on language and pedagogy they mediate.