Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 30169
EFL Learners- Perceptions of Computer-Mediated Communication (CMC) to Facilitate Communication in a Foreign Language

Authors: Lin, Huifen, Fang, Yueh-chiu

Abstract:

This study explores perceptions of English as a Foreign Language (EFL) learners on using computer mediated communication technology in their learner of English. The data consists of observations of both synchronous and asynchronous communication participants engaged in for over a period of 4 months, which included online, and offline communication protocols, open-ended interviews and reflection papers composed by participants. Content analysis of interview data and the written documents listed above, as well as, member check and triangulation techniques are the major data analysis strategies. The findings suggest that participants generally do not benefit from computer-mediated communication in terms of its effect in learning a foreign language. Participants regarded the nature of CMC as artificial, or pseudo communication that did not aid their authentic communicational skills in English. The results of this study sheds lights on insufficient and inconclusive findings, which most quantitative CMC studies previously generated.

Keywords: computer-mediated communication, EFL, writing

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1072780

Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 2211

References:


[1] Appel, C., & Vogel, C. (2001). Investigating syntax priming in an e-mail tandem language-learning environment. In K. Cameron (Ed.), CALL: The challenge of change (pp. 177-184). Exeter, UK: Elm Bank Publications.
[2] Barnett, M. (1989). Writing as process. French review, 63, 31-44.
[3] Beauvois, M. H. (1995). E-talk: attitudes and motivation in computer-assisted classroom discussion. Computers and the Humanities, 28, 177-190.
[4] Berg, B. (1989). Qualitative research methods for the social sciences. Needham
[5] Berger, P.L. and T.Luckmann. The Social Construction of Reality. Garden City, NY: Doubleday, 1967.
[6] Blumer, H. Symbolic Interactionism: Perspective and Method. Englewood Cliffs, NJ: Prentice-Hall, 1969.
[7] Creswell J.W. Qualitative inquiry and research design. Newbury Park, CA: Sage Publications, 1998.
[8] Davis, B. H., & Brewer, J. (1997). Electronic discourse: linguistic individuals in virtual space. Albany, NY: SUNY Press.
[9] Denzin, N. K., & Lincoln, Y. S. (2000). Introduction: The discipline and practice of qualitative research. In N. K.Denzin & Y. S.Lincoln (Eds.), Handbook of qualitative research (pp. 1-28). Thousand Oaks, California: Sage Publications, Humphreys, L. (1970). Tearoom Trade. Chicago: Aldine.
[10] Humphreys, L. (1970). Tearoom Trade. Chicago: Aldine.
[11] Husserl, E. (1931). Ideas (W.R.Boyce Gibson, Trans.). London: George Allen & Unwin.
[12] Lawrence, & Geoff. (2002). The use of E-mail as a tool to enhance second language education programs: An example from a core French classroom. Canadian Modern Language Review, 58(3), 465-472.
[13] Lofland, J. A., & Lofland, L. H. (1984). Analyzing social settings: a guide to qualitative observation and analysis. Belmont, CA: Wadsworth Publishing.
[14] Maynor, N. (1994). The language of electronic mail: written speech? In G. D. Little & M. Montgomery (Eds.), Centennial usage studies (pp. 48-54). Tuscaloosa, AL: University of Alabama Press.
[15] Murray, D. (1996). Technology is driving the future...the steering is up to us. TESOL Matters, p. 3.
[16] Sussex, & White. (1996). Electronic networking. Annual Review of Applied Linguistics, 16, 200-225. Heights, Massachusetts: Allyn and Bacon.
[17] Biesenback-Lucas, S., & Weasenforth, D. (2001). Email and word-processing in the ESL classroom how the medium affects the message. Language Learning & Technology, 5(1), 135-165.
[18] Brammerts, H. (1996). Language learning in tandem using the Internet. In M. Warschauer (Ed.), Telecollaboration in foreign language learning (pp. 121-130). Honolulu: Second language teaching and curriculum center.
[19] Driscoll, M. (1999). Psychology of learning for instruction (2nd ed.). Toronto: Allyn and Bacon.
[20] Gagne, R. (1987). Instructional technology foundations. Hillsdale, NJ: Lawrence Erlbaum Assoc.
[21] Gaudiani, C. (1981). Teaching writing in the foreign language classroom. Washington D.C.: Center for applied linguistics.
[22] Geertz, C. (1973). The interpretation of cultures: Selected essays. New York: Basic Books.
[23] Glaser, B. G., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.
[24] Greenfield, R. (2003). Collaborative Email exchange for teaching secondary ESL: A case study in Hong Kong. Language Learning & Technology, 7(1), 46-70.
[25] Kelm, O. R. (1992). The use of synchronous computer networks in second language instruction: A preliminary report. Foreign Language Annals, 25(5), 441-454.
[26] Kern, R. G. (1996). Computer-mediated communication: Using emails exchanges to explore personal histories in two cultures. In M. Warschauer (Ed.), Telecollaboration in foreign language learning (pp. 105-119). Honolulu: Second language teaching and curriculum center.
[27] Krashen, S. (1985). The input hypothesis: Issues and implications. London: Longman.
[28] Lee, L. (2002). Enhancing learners' communication skills through synchronous electronic interaction and task-based instruction. Foreign Language Annals, 35(1), 16-24.
[29] Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Beverly Hills, A: Sage.
[30] Long, M. (1983). Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics, 4(2), 126-141.
[31] Perez, L. C. (2003). Foreign language productivity in synchronous versus asynchronous computer-mediated communication. CALICO Journal, 21(1), 89-104.
[32] Perkins, D. (1992). What constructivism demands of the learner. In T.Duffy & D.Jonassen (Eds.), Constructivism and the technology of instruction (pp. 161-165). Hillsdale, NJ: Lawrence Erlbaum Assoc.
[33] Pinto, D. (1996). What does "schMOOze" mean? Non-native speaker interactions on the Internet. In M. Warschauer (Ed.), Telecollaboration in foreign language learning (pp. 165-184). Honolulu: Second language teaching and curriculum center, University of Hawaii.
[34] Sato, K., & Kleinsasser, R. (1999). Communicative language teaching (CLT): Practical understandings. The Modern Language Journal, 83, 494-517.
[35] Savignon, S. J. (1972). Communicative competence: an experiment in foreign-language teaching (1st ed. Vol. 12). Philadelphia: Center for Curriculum Development.
[36] Savignon, S. J. (1983). Communicative competence: theory and classroom practice: texts and contexts in second language learning. Reading, MA: Addison-Wesley.
[37] Schultz, J. M. (1991). Writing mode in the articulation of language and literature classes: Theory and practice. Modern Language Journal, 75(4), 411-417.
[38] Smith, B. (2003a). Computer-mediated negotiated interaction: an expanded model. The Modern Language Journal, 87(1), 38-58.
[39] Smith, B. (2003b). The use of communication strategies in computer-mediated communication. System, 31, 29-53.
[40] Sullivan, N., & Pratt, E. (1996). A comparative study of two ESL writing environments: A computer-assisted classroom and a traditional oral classroom. System, 29, 491-501.
[41] Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S.M.Gass & C.G.Madden (Eds.), Input in second language acquisition (pp. 235-245). Rowley, MA: Newbury House.
[42] Tarone, E. (1977). Conscious communication strategies in interlanguage: a progress report. In H. Brown & C. Yorio & R. Crymes (Eds.), TESOL '77 (pp. 89-129). Washington D.C.: TESOL.
[43] Tarone, E. (1980). Communication strategies, foreigner talks, and repair in interlanguage. Language Learning & Technology, 30, 417-431.
[44] Tarone, E., Cohen, A., & Dumas, G. (1976). A closer look at some interlanguage terminology: a framework for communication strategies. Working papers on Bilingualism, 9, 76-90.
[45] Vonderwell, S. (2003). An examination of asynchronous communication experiences and perspectives of students in an online course. Internet and Higher Education, 6, 77-90.
[46] Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
[47] Warschauer, M. (1995). Email for English teaching. Alexandria, VA: TESOL.
[48] Warschauer, M. (1996). Comparing face-to-face electronic discussion in the second language classroom. CALICO Journal, 13(2-3), 7-26.
[49] Young, D. J. (1990). An investigation of students' perspectives on anxiety and speaking. Foreign Language Annals, 23(6), 539-553.