Online synchronous chat, or ‘Live Chat’, is distinguished by its real-time, anonymous, and text-based nature. There is limited understanding of the characteristics of those who choose Live Chat services compared to Blended Services. This study examined the demographic, psychosocial, and service engagement profiles of young people using the Irish Live Chat service, Jigsaw Live Chat, compared with those attending Jigsaw’s Blended (in-person and/or video) support Service. Routine service-based data were analysed from 1,313 Live Chat and 3,604 Blended Service users. Reasons for attendance among Live Chat users seeking mental health support were analysed using content analysis. Live Chat users were more likely to be gender-diverse, older, and to report higher psychological distress than Blended Service users. Anxiety and low mood were common presenting issues. Attendance reasons varied, with over one-third citing multiple issues and many experiencing persistent distress. A minority attended for information or while waiting for other support. Overall, users reported high satisfaction. Live Chat users waited an average of 2.5 minutes, compared with typical waits of 1–2 months for the Blended Service. These findings highlight Live Chat as a distinct and essential access point for highly distressed and underserved youth, particularly those with minority gender and sexual identities.

Synchronous written chat and instant messaging are tools which have been used and explored in online language learning settings for at least two decades. Research literature has shown that such tools give second language (L2) learners opportunities for language learning, e.g., the interaction in real time with peers and native speakers, the written mode of language, and the time available for planning and monitoring utterances. However, since the majority of the empirical work on chat and instant messaging has been conducted under experimental conditions, relatively little research has investigated how interaction in chat influences language learning opportunities under the conditions of an online academic language course where students have unequal status because of their different language background and level of L2 proficiency. This article presents an explorative study of the interaction in chat in a web-based academic language course between students with different L1s and different levels of L2. The aim is to shed light on how student interaction in an institutional context benefits the language learning environment in a manner that promotes L2 learners’ attention to linguistic items in their input and output, and that allow opportunities for functional practising. Based on a mainly quantitative analysis, this article illustrates how L2 learners’ participation, the complexity of their utterances, and their opportunities for self-correction and corrective feedback are influenced by group formation.