Volume 4, Issue 1 August 2022, pp. 1–17 Download PDF

Regular Article

Text-based SCMC for SLA: A narrative review

Leander S. Hughes https://orcid.org/0000-0001-8579-59891

1 Saitama University, JAPAN hughes@mail.saitama-u.ac.jp

DOI: https://doi.org/10.29140/tltl.v4n1.712


This review discusses and compares the findings of 38 peer-reviewed studies on text-based synchronous computer-mediated communication for second or foreign language learning from over the past twelve years. Research themes that emerged include: modality, corrective feedback, noticing, alignment and uptake, as well as task design/conditions and grouping. The comparison of findings revealed that the medium may enhance or hinder language learning depending on the context, method of implementation, and pedagogical aims. It also uncovers implications for language learning theory and practice that are less evident when examining each study in isolation, including findings on face-preservation and learner engagement, features of communication besides negotiation of meaning that lead to language acquisition, as well as a possible interaction between cognitive complexity and modality in the effectiveness of language learning tasks.


© Leander S. Hughes

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Suggested citation

Hughes, L. (2022). Text-based SCMC for SLA: A narrative review. Technology in Language Teaching and Learning, 4(1), 1–17. https://doi.org/10.29140/tltl.v4n1.712

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