Writing to learn via text chat: Task implementation and focus on form

Research has shown that task-based computer-mediated communication (CMC) can foster attention to linguistic form in ways that may promote language learning (c.f., Blake, 2000, Smith, 2003 and Smith, 2005). However, relatively little research has investigated how differences in the way that tasks are used in CMC settings influence learning opportunities during the task. In an attempt to shed light on the manner in which second language (L2) writing may contribute to L2 development, this chapter presents an empirical study of how two implementation features (degree of task structure and provision of language support) of a writing group task in simultaneous text-CMC influenced learner attention to linguistic form. The analysis draws on data from text chat performance and post-task group interviews to illustrate how aspects of task implementation in a technology-enhanced learning environment may promote attention to language expression and encourage collaborative work on language errors during writing task performance.

► Increasing task structure in a communicative task conducted online led learners to pay more attention to language form (as measured in the incidence of language related episodes).
► Analysis of transcript and interview data supports this finding and reveals how increased structural support eased online processing demands, allowing learners to focus on discussing meaning and form, rather than managing their performance.
► Providing pre-task language support also increased the incidence of language related episodes, suggesting greater attention to linguistic form.
► For both high task structure and language support, the effect of these implementation variables may be to free attentional resources needed for learners to focus not just on communicating meaning but to also focus on how they express that meaning in a computer-mediated writing environment.
► The findings of the current study raise concerns about the applicability of the Cognition Hypothesis to second language tasks conducted in computer-mediated contexts.