Abstract
Synchronous computer-mediated communication (SCMC) has been shown to have direct and indirect benefits for classroom-based second language development. This paper reports on a classroom-based study that explores some of these potential benefits for younger learners of English in a North American (US) public school ESL classroom setting. Data from learner-learner chat interaction are used to illustrate several of these potential benefits as well as some drawbacks to using such a pedagogical approach with younger language learners.
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