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This study examines how experienced Skype-based English teachers use text chat, and how message characteristics shape students’ observable reactions. Using a sequential qualitative-quantitative design, results show text chat supports pedagogical and organizational functions, with correlations between message features and student responses. Text chat can also reduce fluency and divert teachers’ attention, prompting further research on combining written and spoken channels.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/text-chat-during-videoaudio-conferencing-lessons-scaffolding-or-getting-in-the-way/595715/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/text-chat-during-videoaudio-conferencing-lessons-scaffolding-or-getting-in-the-way/595715.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the study?","Question",{"text":112,"@type":113},"The study analyzes how experienced private online teachers use text chat in Skype-based English lessons and how message characteristics affect students’ observable reactions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research design does the study use?",{"text":117,"@type":113},"It employs a sequential qualitative–quantitative design to link features of text messages with students’ reactions.",{"name":119,"@type":110,"acceptedAnswer":120},"Which text-message characteristics are linked to students’ incorporation of messages?",{"text":121,"@type":113},"Students were more likely to incorporate a message when it introduced new vocabulary and when it was produced bimodally through speaking and typing.",{"name":123,"@type":110,"acceptedAnswer":124},"How can teacher typing affect students?",{"text":125,"@type":113},"Teacher typing may have a negative effect on students’ fluency and can divert teachers’ attention away from students’ language production.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},595715,1792727857,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":41,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":148,"preview_page_count":4},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","calico journal (online) issn 2056–9017  \nArticle  \nText chat during video/audio conferencing lessons: Scaffolding or getting in the way?  \nOlga Kozar  \nAbstract  \nPrivate online language tutoring is growing in popularity. An important prerequisite for development of effective pedagogies in this context is a good understanding of how different modalities can be combined. This study provides a detailed account of how several experienced private online teachers use text chat in their Skype-based English lessons, and the pedagogical role and interactional effect of these interactions. The study investigates the relationship between characteristics of a text message and students’ observable reaction to this message. The study employs a sequential Qualitative-Quantitative design and finds that text chat serves pedagogical and organizational roles in the analyzed context and that several characteristics of a text message were correlated with students’ reaction to messages. Specifically, students were more likely to incorporate a text message if: (a) it introduced new vocabulary, and (b) if it was produced bimodally (speaking and typing). The study also finds that teacher typing may have a negative effect on students’ fluency and teachers’ attention to student language production. The study calls for further research to investigate how written and spoken channels can be effectively combined in one-to-one English lessons via video/audio conferencing lessons.  \nKeywords: effect of teacher typing; language lessons via Skype; LEVAC, multimodal lessons; private online tutoring; text chat; video/ audio conferencing  \nAffiliation  \nMacquarie University, Sydney, Australia.  \n[email: olga.kozar@mq.edu.au](email: olga.kozar@mq.edu.au)  \ncalico journal vol 33.2 2016 231–259 doi : 10.1558/cj.v33i2.26026  \n©2016, equinox publishing   \n232 Text chat during video/audio conferencing lessons  \nIntroduction  \nThere are increasing calls in the literature to study multimodal online learning environments (Guichon & McLornan, 2008; Stockwell, 2007, 2010) . Of particular interest are investigations of how specific modalities influence the overall teaching and learning experience in synchronous online lessons as well asthe investigations ofthe interplay between modalities (see Kress, 2000; Norris, 2004; Salmon, 2004 for discussions of multimodality) . Such studies are an important pre-requisite for the development of effective pedagogies for online teaching contexts. However, even though there are investigations that have explored modalities individually (Jepson, 2005; Siler & VanLehn, 2009; Sykes, 2005; Wang, 2004), there is still a lack of research that examines the impact of this combined use of tools (speaking and writing) on interaction and the analyses of multimodal communication (Hampel & Stickler, 2012) .  \nAnother gap in the current literature is an insufficient number of studies on emerging online language teaching contexts. For example, one of the fastest growing sectors in online language teaching is private Language Education via Video/Audio Conferencing (LEVAC) (Kozar, 2012b, 2013; Ventura & Jang, 2010) . There are at least tens of thousands of teachers and learners worldwide involved in private online language tutoring services (Kozar, 2012b, 2014) and this number can be expected to grow. And yet there are few if any published studies on the pedagogies ofthis context. This dearth of studies is lamentable, since delivering lessons via video/audio conferencing tools may soon be a part of many teachers’ lives and become, using Develotte’s (2009) terms “déjà-là”(already there). Thus, there is a pressing need to study this language-teaching context in order to inform current and future practitioners, teacher-trainers, and other relevant stakeholders.  \nCurrently most private online tutors offer lessons via tools like Skype, Google Hangout, etc. (Kozar, 2012b) . While these tools provide three main modes of communication, specifically (a) text mode,","cbCaipMOI5i2jIzb","https://ap.wps.com/l/cbCaipMOI5i2jIzb","pdf",771124,"English","# Introduction\n## Multimodal online learning environments\n## Text chat in multimodal language-teaching environments\n## Pedagogical uses of text chat\n## Remedial and strategic uses of text chat","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study analyzes how experienced private online teachers use text chat in Skype-based English lessons and how message characteristics affect students’ observable reactions.\"},{\"question\":\"What research design does the study use?\",\"answer\":\"It employs a sequential qualitative–quantitative design to link features of text messages with students’ reactions.\"},{\"question\":\"Which text-message characteristics are linked to students’ incorporation of messages?\",\"answer\":\"Students were more likely to incorporate a message when it introduced new vocabulary and when it was produced bimodally through speaking and typing.\"},{\"question\":\"How can teacher typing affect students?\",\"answer\":\"Teacher typing may have a negative effect on students’ fluency and can divert teachers’ attention away from students’ language production.\"}]","Text chat during video/audio conferencing lessons - Scaffolding or getting in the way? | PDF",1792081731,76]