Focus-On-Form Through Collaborative Scaffolding in Expert-To-Novice Online Interaction (Report‪)‬

INTRODUCTION Synchronous computer-mediated communication (CMC) has been increasingly incorporated into second language (L2) instruction to expand learners' exposure to the target language through real-time interaction. When learners engage in interaction, they receive input, feedback, and opportunities to produce modified output, all of which facilitate the development of learners' interlanguage (Long & Robinson, 1998; Swain & Lapkin, 1995). According to Schmidt (2001), conscious noticing of linguistic forms is necessary in order for learning to take place. Text-based CMC creates affordable learning conditions to support both meaning-oriented communication and form-focus reflection (Lee, 2002a; Meskill & Anthony, 2005; O'Rourke, 2005; Pellettieri, 2000; Sotillo, 2005; Ware & O'Dowd, 2008). The absence of nonverbal cues in text chats (e.g., facial expressions) affects the way corrective feedback is generated. The visual salience of written discourse and the self-paced setting in a text-based medium increase learners' opportunities to take notice of errors and make output modifications including self-repairs (Blake & Zyzik, 2003; Dussias, 2006; Lai & Zhao, 2006; Smith, 2008; Sotillo, 2000; Warschauer & Kern, 2000).