Abstract

This study sets out to investigate how the use of Computer-Assisted Classroom Discussion (CACD) might facilitate the introduction of a task-based approach designed to promote greater NNS-NNS interaction in the target-language thus improving Second Language Acquisition (SLA). Eight Saudi students (four dyads) were involved in 3 CACDs attempting to jointly complete three tasks: two information-gap and one decision-making. The study attempts to explore: 1) whether CACD can promote communicative interaction; 2) whether CACD can be implemented to generate meaning negotiation; 3) what interactional modifications are employed while using CACD. Participants’ chat scripts were analysed using a discourse analysis method. The data suggests that CACD can foster interactive competence among participants, which can in turn create facilitative conditions for a successful SLA. In general, CACD provides the participants with many opportunities to produce modified L2 output and receive comprehensible L2 input as a verified feedback. Participants managed to carry out only a handful of negotiated routines; nevertheless, the results show that participants employed a wide range of interactional moves such as clarification requests and giving feedback. To summarise, the study indicates that there could be a significant role for CACD as a vehicle for communicative interaction.

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