Extensive focus on form, text-based online chat, and second language learning

This study investigated the effectiveness and practicality of extensive focus on form for second language (L2) learning within the context of text-based Synchronous Computer-Mediated Communication (SCMC). Thirty-two Korean undergraduate students participated in three text chat sessions using Windows Live Messenger. About three to five days after a familiarization session, the learners interacted with the researcher one-on-one to complete a role-play task. About five days after the role-play task, the learners were given an individualized posttest that measured their awareness and retention of the forms addressed in Form-Focused Episodes (PI-Es) generated during the role-play task. They were also tested for their ability to self-correct some of their errors that had not been corrected during the role-play task (EEs or Error Episodes). Finally, the learners completed a debriefing questionnaire that asked about their evaluation of the text chat sessions they participated in.;The primary data consisted of 321 FFEs as well as 112 EEs identified in the chatscripts of the role-play interactions. The posttests results indicated that the mean percentage of correct scores was 43.0% for the FFE-based test items and 17.9% for the EE-based ones, respectively. A chi-square test indicated that this difference was significant, suggesting that the forms addressed in the FFEs were significantly more likely to be correct on the posttests than those in the EEs. A logistic regression analysis indicated that one learner-specific variable (interaction speed) and four FFE variables (feedback complexity, metalinguistic explanation, successful uptake, and post-task report) were significant indicators of correct scores on the FFF-based test items. A post-hoc analysis indicated that the learners whose interaction speed was relatively high benefited significantly from metalinguistic explanation and post-task reporting, whereas their low-speed peers significantly benefited from simple feedback and production of successful uptake. Finally, the learners' comments on their perceived benefits and limitations of text-based SCMC as a tool for L2 learning indicated that the learners in general perceived the extensive focus on form, role-play task, and text-based online mode of communication as beneficial with the extensive focus on form element being perceived as most helpful.