Talk or chat? Chatroom and spoken interaction in a language classroom

This paper describes a study comparing chatroom and face-to-face oral interaction for the purposes of language learning in a tertiary classroom in the United Arab Emirates. It uses transcripts analysed for Language Related Episodes, collaborative dialogues, thought to be externally observable examples of noticing in action. The analysis is complemented by observation, interviews, and a questionnaire. The study found that there were benefits in using chatrooms as a medium for tasks. However, it also found indications that, in a number of ways, chatroom interaction was less effective for language learning than face-to-face oral interaction. It suggests that slow typing can considerably hinder language production, negotiation, collaboration, and therefore noticing. It concludes that, unless there is a specific reason for its use in the classroom, chatroom interaction may be better left for outside the classroom, so that learners can profit fully from opportunities for face-to-face oral interaction within.