LANGUAGE LEARNING THROUGH TASK-BASED SYNCHRONOUS COMPUTER-MEDIATED COMMUNICATION
A limited number of studies have been conducted on the influence of task features on language production in computer-mediated communication (CMC) environments despite the role of tasks on the language production of L2 students who are mostly non-native speakers (NNSs). Among the prominent hypotheses...
| الحاوية / القاعدة: | Issues in Language Studies |
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| المؤلف الرئيسي: | |
| التنسيق: | مقال |
| اللغة: | English |
| منشور في: |
Universiti Malaysia Sarawak
2024
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| الوصول للمادة أونلاين: | https://www.scopus.com/inward/record.uri?eid=2-s2.0-85199776782&doi=10.33736%2fils.5866.2024&partnerID=40&md5=2160ee806f4f1c4e2730a71f9903cb20 |
| الملخص: | A limited number of studies have been conducted on the influence of task features on language production in computer-mediated communication (CMC) environments despite the role of tasks on the language production of L2 students who are mostly non-native speakers (NNSs). Among the prominent hypotheses on the relationship between tasks and language production are the Cognition Hypothesis and the Trade-Off Hypothesis. The current study examined the effect of task structure on student language production in terms of syntactic complexity and fluency in CMC. © 2024, Universiti Malaysia Sarawak. All rights reserved. |
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| تدمد: | 21802726 |
| DOI: | 10.33736/ils.5866.2024 |