An Analysis of Computer-mediated Communication and EFL Learners' Social and Emotional Engagement with Speaking Tasks

Abstract

Since numerous studies in general education and second language literature have shown their considerable influence on learners' final educational performance, the study of second language learners' engagement with language learning activities has become an enthralling area of research. Nevertheless, there are a number of gaps in the canon of published works that have not been filled as of yet. One of these gaps is filled by this research, which investigates the impact that being in a computer-mediated environment has on the mental, emotional, and social involvement that second language learners have with speaking activities. Twenty-five students at the intermediate level were given a choice between face-to-face and computer-mediated speaking activities, and they did so in a counterbalanced manner. The study was designed using repeated measurements. In order to obtain the necessary data researcher used a questionnaire in addition to semi-structured interviews. The findings revealed that students had a higher level of emotional and social engagement when they participated in speaking activities that were facilitated by computers. Forty students were selected randomly for social and Emotional Engagement through questionnaire and interview respectively. The usage of social engagement indicators by low-intermediate students was found to be considerably greater in the computer-mediated situation. On the other hand, the change in condition did not significantly alter the amount of social engagement indicators given by high-intermediate students. The data also suggested that several aspects of involvement are interrelated, and a change in one of them might affect changes in the other dimensions.