Comparative study of the effect of face-to-face and computer mediated conversation modalities on student engagement: speaking skill in focus

Abstract This study investigated the potentials of face –to- and computer mediated conversation (CMC) as two speaking modalities on students’ engagement. To this end, 30 Iranian male intermediate EFL learners were selected basis their performance OPT (Oxford Placement Test) assigned into research groups. The progression face- to- CMC groups from limited to elaborate engagement at verbal, paralinguistic functional levels was assessed using transcription analysis in face-to-face group chat log group. student indicators identified via Maxqda software. results indicated that associated with appeal for help, silence, pauses hesitations, focus syntax, involvement procedural talk L1 use. Respectively, avoiding use, discourse, actual strategic discourse management rather than pause silence. Chi-square frequency engagements occurred different proportions conversations. Teaching practitioners would benefit findings since illustrate how learning evolves may impact pattern over time. finding also suggest one way improving without over-intervening teachers is such forums where teacher presence students have manage themselves which turn increases