@article{2016,title={EXPLORING THE ROLE OF SELF-EFFICACY BELIEFS AND CMC IN DISCOURSE CO-CONSTRUCTION: A LONGITUDINAL CASE STUDY OF LEARNERS OF SPANISH AS A SECOND LANGUAGE},abstractNode={This longitudinal study investigated the relationship between self-efficacy beliefs (i.e. personal judgements of second language performance capabilities) and participation patterns in face-to-face interaction and synchronous text-based computer-mediated communication. Specifically, this study examined the discourse behaviour of two intermediate second language students of Spanish, a high and a low self-efficacy learner, and explores whether synchronous text-based computer-mediated communication (SCMC) can play a role in promoting social interaction and interactive participation. A mixed-mode research approach was selected to account for the complexity of the process under study. This involved documenting participation by the high and the low self-efficacy learners across the two modes of communication over a university academic year. The two case-study participants’ chat-log and conversation transcripts were analysed by employing: a) quantitative measures of participation; namely words and turns produced; b) Dörnyei and Kormos’ (1998) taxonomy of Communication Strategies, and c) Eggins and Slade’s (2004) classification of Speech Functions. Quantitative results indicated that participation patterns were affected by Self-efficacy beliefs regardless of the mode of communication. However, fine-grained, qualitative analyses suggested that, over time, text-based chat indeed allowed discourse roles to become increasingly more symmetrical. Findings thus indicate that SCMC can play a positive role in promoting opportunities for equal interactional control and interactivity in discourse co-construction, particularly, for learners with lower self-efficacy beliefs.},author={Olga SANCHEZ CASTRO},year={2016},journal={International Journal of Language Academy}}