Computer-assisted language learning: An analysis of discourse produced in computer-assisted and oral class discussions by Spanish learners

The purpose of this investigation is to compare the discourse produced in computer-assisted class discussions (CACD) and oral class discussions (OCD). The following research questions were addressed in this study. (1) What effect does the use of the CACD have on learner participation in class discussions? (2) Does the CACD decrease anxiety levels, thus lowering the affective filter of learners? (3) What are the different discourse functions used in a CACD versus an OCD? The subjects included 41 learners in three university Spanish conversation classes. During the fifteen-week semester the classes attended computer lab to participate in CAM using the Interchange program of Daedalus software. This approach to language teaching provided a means for the learners to communicate freely while participating in written discussions using the target language (TL).;The data were collected from computer printouts of the CACDs and transcripts of the OCDs. Information on anxiety was obtained from self-report questionnaires. Responses on the questionnaires indicated that some learners experienced less anxiety during a CAM than in an OCD, resulting in greater participation in the CAM Results of the investigation showed that the learners in the CAM produced more words, took longer turns, and commanded a greater percentage of the turns than in the OCD, supporting the premise that learners participated more in the CAM than in the OCD.;The utterances of learners were categorized according to the function of the language within the discourse. The learners in the CAM produced a greater variety of functions and the nature of the CAM discourse was more conversation-like as compared to the question-answer series of the OCD. Learners stated their opinion more often and disagreed with others in the CAM They also asked more questions eliciting information, opinions, or clarification.;The CAM can be an important addition to the language class to give the learners more opportunity to create with the TL in a conversational context. The increased practice in producing and reading different functions used for interaction along with the increased amount of participation in conversation-like discourse should improve discourse competence, an integral part of language acquisition.