Jung, Yeonwoo; (2024) Investigating the effects of multimodal digital recasts on second language development through video-conferencing tasks. Doctoral thesis (Ph.D), UCL (University College London).

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Abstract

Previous second language (L2) acquisition research has provided compelling evidence that recasts facilitate L2 development (Goo & Mackey, 2013; Li, 2010). Building upon this foundation, an increasing number of studies have explored recasts’ potential to promote L2 grammatical proficiency in synchronous computer-mediated communication (SCMC) settings. However, most SCMC studies have focused on text-based mode, with limited exploration of video-based recasts, which primarily involved oral recasts. Consequently, the feedback affordances of video-conferencing, which can offer a variety of feedback modalities, have been understudied. This study addressed this gap by comparing the effects of oral, written, and multimodal (combined oral and written) recasts on L2 grammatical development in video-conferencing tasks. It also examined how feedback modalities influence learners’ visual attention allocation and their L2 development using eye-tracking technology. Additionally, the research explored the impact of learners’ working memory (WM) on the relationship between feedback modalities and L2 learning, as well as attention allocation. This thesis reports on two empirical studies. Study 1, involving 60 Korean ESL learners, compared the effects of recast modalities on wh-question formation. Study 2, with 120 Korean EFL learners, further explored how feedback modalities affected learners’ attention to target structures (present progressive and third person singular) and their subsequent learning outcomes. The study also scrutinized the role of different WM functions in the impact of feedback modalities on attention allocation and L2 acquisition. The results demonstrated the superiority of multimodal recasts over unimodal recasts in facilitating the use of target constructions in oral and written production, as well as in spontaneous oral production tests in both studies. Multimodal recasts also proved more effective in directing learners’ attention to target forms. Furthermore, the study revealed the prominent role of WM in attention allocation and learning gains, with this relationship varying depending on the feedback modality and WM functions.

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