Effects of SCMC mode and learner familiarity on peer feedback in L2 interaction

This study investigated the effects of synchronous computer-mediated communication (SCMC) mode and interlocutor familiarity on frequency characteristics peer feedback in L2 interaction. Fifty dyads EFL learners were equally assigned into familiar (+/–) groups performed an interactive task two SCMC modes (text/video-chats). After their interactions, they interviewed individually about impact provision feedback. Learners’ text/video-chats coded for (e.g. type, linguistic focus, accuracy, modified output). Results show that more instances observed video- than text-chats; however, did not affect amount Despite differences types, feedback’s focus output relatively similar between modes. Content-based analyses interviews revealed attributed occurrence to various rather unfamiliarity. The results suggest greater benefits video-chat over text-chat promoting emphasise importance establishing a positive relationship among during