Earticle

초록

영어

This study reports the effects of text chat on EFL students’ writing fluency, accuracy, and complexity, investigating whether its effects differ according to the interlocutor. The experimental design employed three text chat groups: one between two nonnative speakers (NNS-NNS); another between a nonnative speaker and a native speaker (NNS-NS); and the other between a nonnative speaker and a nativelike chatbot (NNS-NC). 78 college students of English as a foreign language between 19 to 22 years old were sampled and assigned into the three groups, each consisting of 30, 20, and 28, respectively. Over a 16-week period, they engaged in ten 10-minute-long chat sessions. All groups were tested before and after the treatment. A paired-samples t-test was conducted to compare preand post-test scores as far as fluency, accuracy, and complexity concerned. To find out the differences between mean scores of the groups, a one-way analysis of covariance (ANCOVA) was run. Results indicated that all three groups showed significant improvement in accuracy while only NNS-NS and NNS-NC groups did in fluency. No effects for complexity were evident. In terms of group differences, no statistical significance was detected. Participants’ perceptions of English learning and text chat positively changed overall. This study has pedagogical implications for EFL teachers, students, and researchers.

목차

Abstract
 I. Introduction
 II. Literature Review
 III. Methods
  1. Participants
  2. Instrumentation
  3. Procedures
  4. Data Analysis
 IV. Results and Discussion
  1. Effects of Argumentative Writing
  2. Perceptions of Language Learning and Text Chat
 V. Conclusion
 References

키워드

저자

• Na-Young Kim [ Hanshin University ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  외국어교육 [Foreign Languages Education]

• 간기

  계간

• pISSN

  1226-4628

• eISSN

  2384-1427

• 수록기간

  1995~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 705 DDC 405