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This article reports on a study investigating the use of 2 synchronous computer‐mediated communication tools: text and voice chat. The experimental design employed 3 groups (text, voice, and control), each consisting of 30 novice‐level secondary school learners of English as a foreign language. Over a 4‐week period, the participants in the experimental groups engaged in 40–45‐minute‐long chat sessions in dyads, guided by a total of 8 tasks. The data were collected through preanxiety and postanxiety scales and speaking tests, and the participants' perspectives were investigated through the use of closed and open‐ended questionnaires. The results showed that the speaking proficiency of both experimental groups increased, whereas there was a decrease in the anxiety levels only for the text chat group. The results were then interpreted by taking into consideration the data from the questionnaires, and a protocol was proposed for the selection of tools for different learner groups.
Satar et al. (Wed,) studied this question.
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