O n f e r e n c e

References 
Gutiérrez-Colon Plana, M., Pere Gallardo Torrano, P. &Grova, M.E. (2012).
“SMS as a
learning tool: an experimental study”, The EUROCALL 
Review,20(2).Retrievedfromhttp://eurocall.webs.upv.es/index.php?m=menu_00&n=new
s_20_2#smson03/06/2013. 
Gutierrez-Colon,M., Gibert,I., Triana, I., Gimeno, A., Appel,Ch., Hopkins, J., (2013) 
Improving learners’ reading skills through instant short messages: a sample studyusing 
WhatsAp. Paper delivered at WorldCALL2013. Glasgow.
Gutierrez-Colon, M. (2013), Using mobile phones to 
enhance the learners’ 
lifelonglearning experience. IV Valencian Workshop on Computer-Assisted Language 
Learning. 
Hryckiewicz, O. (2014), WhatsApp as a tool for the enhancement of spoken fluency at 
university level. PhD project. 

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2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be 
Zoe Handley 
University of York, York, United Kingdom 
[e-mail]
Investigating the Impact of Text Chat on the Quality of Oral 
Production During Face-To-Face Speaking Tasks 
Bio data 
Dr 
Zöe Handley
is a Lecturer in Language Education in the Department of Education at 
the University of York. Her current research interests lie in the area of computer-
mediated task-based language learning. She has also published research on the use of 
text-to-speech synthesis in CALL. 
Abstract 
Three modes of chat are distinguished, text, audio and video chat. Previous research 
suggests that each mode has a differential impact on the quality (complexity, accuracy 
and fluency; CAF) of the language students produce during chat-mediated speaking tasks 
and their self-efficacy. For example, Smith (2004) found that during text chat students 
focus more on form, and Satar and Ozdener (2008) found that participating in text-chat 
reduced students’ levels of anxiety. This paper reports on the first in a series of studies 
planned to systematically investigate the impact of the different chat modes on the 
quality of the language that students produce during (and following) tasks and student’s 
self-efficacy. 
In this study text chat is compared with face-to-face (f2F) communication. Given that it 
is not possible to directly compare text chat and face-to-face communication, following 
Bygate’s (1996; 2001) research which suggests that task repetition leads to 
improvements in the quality of students’ oral production, this study investigates whether 
text chat and face-to-face communication have a differential impact on the quality of 
students’ oral production in follow
-up face-to-face tasks.
20 pairs of Chinese speakers of English studying at a University in the UK volunteered to 
participate in the study which had a within-participants design. The independent variable 
was task condition (text chat vs. face-to-face). The dependent variables were: (1) quality 
of the language produced during follow-up face-to-face tasks, and (2) task-based self-
efficacy in follow-up face-to-face tasks.
Analysis of the data is ongoing. To date analyses of the self-efficacy data have been 
completed. These analyses suggest that participating in text chat has no impact on self-
efficacy in follow-up face-to-face tasks. 
A number of issues have arisen in the coding of the data for quality and is therefore on-
going. The body of the talk will therefore focus on discussing issues associated with CAF 
measurement.
 

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-169- 
2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be