{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80051"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80051","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Extensive Focus on Form, Text -Based Online Chat, and Second Language Learning","abstract":"The primary data consisted of 321 FFEs as well as 112 EEs identified in the chatscripts of the role-play interactions. The posttests results indicated that the mean percentage of correct scores was 43.0% for the FFE-based test items and 17.9% for the EE-based ones, respectively. A chi-square test indicated that this difference was significant, suggesting that the forms addressed in the FFEs were significantly more likely to be correct on the posttests than those in the EEs. A logistic regression analysis indicated that one learner-specific variable (interaction speed) and four FFE variables (feedback complexity, metalinguistic explanation, successful uptake, and post-task report) were significant indicators of correct scores on the FFF-based test items. A post-hoc analysis indicated that the learners whose interaction speed was relatively high benefited significantly from metalinguistic explanation and post-task reporting, whereas their low-speed peers significantly benefited from simple feedback and production of successful uptake. Finally, the learners' comments on their perceived benefits and limitations of text-based SCMC as a tool for L2 learning indicated that the learners in general perceived the extensive focus on form, role-play task, and text-based online mode of communication as beneficial with the extensive focus on form element being perceived as most helpful.","abstract_html":"The primary data consisted of 321 FFEs as well as 112 EEs identified in the chatscripts of the role-play interactions. The posttests results indicated that the mean percentage of correct scores was 43.0% for the FFE-based test items and 17.9% for the EE-based ones, respectively. A chi-square test indicated that this difference was significant, suggesting that the forms addressed in the FFEs were significantly more likely to be correct on the posttests than those in the EEs. A logistic regression analysis indicated that one learner-specific variable (interaction speed) and four FFE variables (feedback complexity, metalinguistic explanation, successful uptake, and post-task report) were significant indicators of correct scores on the FFF-based test items. A post-hoc analysis indicated that the learners whose interaction speed was relatively high benefited significantly from metalinguistic explanation and post-task reporting, whereas their low-speed peers significantly benefited from simple feedback and production of successful uptake. Finally, the learners' comments on their perceived benefits and limitations of text-based SCMC as a tool for L2 learning indicated that the learners in general perceived the extensive focus on form, role-play task, and text-based online mode of communication as beneficial with the extensive focus on form element being perceived as most helpful.","abstract_has_math":false,"creators":["Cho, Young Woo"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Educational Psychology","degree_department":null,"school":null,"contributors":["Cziko, Gary A."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:55:05Z","date_published":"2015-09-25T19:55:05Z","updated_at":"2026-07-22T22:26:13Z","subjects":["Language, Linguistics"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3337735"],"render_values":[{"text":"(MiAaPQ)AAI3337735","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80051","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Cziko, Gary A."]},{"key":"dc:creator","label":"Author","values":["Cho, Young Woo"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:55:05Z","10000-01-01","2008"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Language, Linguistics"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/80051","(MiAaPQ)AAI3337735"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The primary data consisted of 321 FFEs as well as 112 EEs identified in the chatscripts of the role-play interactions. 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Finally, the learners' comments on their perceived benefits and limitations of text-based SCMC as a tool for L2 learning indicated that the learners in general perceived the extensive focus on form, role-play task, and text-based online mode of communication as beneficial with the extensive focus on form element being perceived as most helpful.","Made available in DSpace on 2015-09-25T19:55:05Z (GMT). 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The posttests results indicated that the mean percentage of correct scores was 43.0% for the FFE-based test items and 17.9% for the EE-based ones, respectively. A chi-square test indicated that this difference was significant, suggesting that the forms addressed in the FFEs were significantly more likely to be correct on the posttests than those in the EEs. A logistic regression analysis indicated that one learner-specific variable (interaction speed) and four FFE variables (feedback complexity, metalinguistic explanation, successful uptake, and post-task report) were significant indicators of correct scores on the FFF-based test items. A post-hoc analysis indicated that the learners whose interaction speed was relatively high benefited significantly from metalinguistic explanation and post-task reporting, whereas their low-speed peers significantly benefited from simple feedback and production of successful uptake. 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