Task Types and Children’s Participation in the Chat Room

다국어 초록 (Multilingual Abstract)

This paper examined how L2 learners responded to different types of tasks when engaged in synchronous computer-mediated communication (CMC) discussions. The study consisted of two individual case studies with nine elementary children, each of whom participated in 10 chat sessions, producing 20 CMC sessions in total. Each session involved three types of tasks, including a general topic discussion task, a story completion task, and a scenario discussion task. The children’s participation was described by counting the number of messages, words, as well as length of comments. Their thoughts and reactions to tasks were supported by interview data, questionnaires, essay, and my field notes. The findings suggested that children in Case Study 1 were most active when they were engaged in the topic discussion task and least active in story completion task. On the other hand, story completion task was most intriguing to children in Case Study 2. For both groups of children, the scenario discussion activity was generally agreed upon as the most challenging task though possibly as the most helpful task to potentially enhance their English.

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