Non-native speaker dyads provided with subtitled videos before tasks produce a significantly higher percentage of negotiated turns in online TBLL than dyads without videos¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i3 large
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 4 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i3 Dyads provided with subtitled videos produced a significantly higher percentage of negotiated turns (M = .30) than dyads without videos (M = .17), t(8) = -4.48, p = .002, d = 2.82. → Arslanyilmaz 2010

Evidence¶

Arslanyilmaz 2010¶

Arslanyilmaz, A., & Pedersen, S. (2010). Enhancing negotiation of meaning through task familiarity using subtitled videos in an online TBLL environment. TOJET: The Turkish Online Journal of Educational Technology, 9(2). https://eric.ed.gov/?id=EJ898004

q2 · i3 · causal · r2

Quasi-experiment with 10 NNS-NNS dyads (5 per condition, intact sections randomly assigned) completing four tasks in a WebCT-Vista chat. Independent-samples t-test on ratio of negotiated turns: control M = .17, SD = .046; experimental M = .30, SD = .046; t = -4.48, df = 8, Sig. = .002. The article reports effect size "d = 2.82", attributing it to extended exposure across four 50-minute tasks.

"dyads provided with subtitled videos produced a significantly higher percentage of negotiated turns than dyads that were not provided with subtitled videos"

Discussion¶

Related Claims¶

• Completing meaning-focused tasks through CMC fosters negotiated interactions in all three modes (discussion board, text chat, videoconferencing) — related
• Prior research on task familiarity and negotiation of meaning is inconsistent, with some studies finding more negotiation for unfamiliar tasks and one finding no difference — related
• Native-speaker conversations with learners show more interactional modification than native-speaker conversations in two-way information-exchange tasks, but not in tasks without information exchange — related
• EFL primary children's meaning negotiation during a spot-the-differences task is low in amount but significantly higher in the L2 than in the L1 — related
• Mixed dyads outperform matched dyads in meaning negotiation only in the L2 (proficiency pairing × language interaction) — related