An exploratory study on second language learner engagement in different types of interactive tasks in video-chat and text-chat communication

Abstract

This study investigated 48 Hong Kong English as a second language (ESL) learners’ engagement in three types of interactive tasks conducted via video chat or text chat. The learners, paired with their university friends, completed a descriptive task, a narrative task, and a decision-making task. They were randomly assigned to either the video-chat or text-chat group and were interviewed about their emotional engagement in each task immediately after task performance. The findings revealed that both groups of learners were behaviourally the least engaged but cognitively the most engaged in the decision-making task. They experienced positive emotions during the descriptive task, but fewer reported positive emotions in the other two tasks. The text-chat group was the most socially engaged in the decision-making task. Furthermore, the video-chat group was behaviourally and emotionally more engaged than the text-chat group. These findings have implications for task design and selection in computer-mediated communication.