Data Sheet 1_Effects of communication mode on EFL learners’ engagement and request learning.docx

This study examines how different communication modes (two kinds of computer-mediated communication and face-to-face mode) influence EFL learners’ engagement during a collaborative writing task and its impact on subsequent request learning outcomes, measured by sociopragmatic and pragmalinguistic competence. Ninety-six high school English learners were assigned to groups for text-based chat, audio chat, and face-to-face interactions to complete a collaborative writing task in pairs. Two versions of the Written Discourse Completion Test (WDCT) were employed as pre-tests and post-tests to assess and compare the learning outcomes in request-making across the three groups. Cognitive and social engagement of learners were assessed by using multiple measures derived from chat logs and recordings, while a post-task questionnaire was utilized to gauge emotional engagement during the task. The results indicated that learners in the face-to-face and audio-chat conditions demonstrated higher levels of cognitive engagement compared to the text-chat group. The text-chat group reported fewer instances of negative emotions. In terms of request learning outcomes, all groups showed an increase in sociolinguistic appropriateness; however, no significant differences were found in overall pragmalinguistic competence. Social and emotional engagement significantly correlated with sociopragmatic improvement in the audio-chat mode, yet these indicators did not demonstrate significant predictive power.

本研究旨在探讨不同的沟通模式（包括两种计算机辅助沟通方式和面对面交流）如何影响英语作为外语（EFL）学习者在协作写作任务中的参与度，以及这种参与度对其后续请求学习成果的影响，该成果通过社会语用能力和语用语言学能力进行衡量。在本次研究中，将96名高中生分为三组，分别进行基于文本的聊天、音频聊天和面对面互动，以完成协作写作任务。本研究采用两种版本的书面话语完成测试（WDCT）作为前测和后测，以评估和比较三组在请求制作方面的学习成果。通过分析聊天日志和录音，运用多种测量方法对学习者的认知和社会参与度进行评估，同时使用任务后问卷调查来衡量任务过程中的情感参与度。研究结果指出，与文本聊天组相比，面对面交流组和音频聊天组的参与者表现出更高的认知参与度。文本聊天组报告的负面情绪实例较少。在请求学习成果方面，所有组在语用语言学适宜性方面均有所提高；然而，在整体语用语言学能力方面并未发现显著差异。在音频聊天模式下，社会和情感参与度与语用社会能力改善显著相关，但这些指标并未显示出显著的预测能力。