both modes of CMC can be used as novel tools to enhance the language
acquisition process by encouraging interaction among participants, collaborative
text construction, and the formation of electronic communities of learners.
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The present paper focuses on the use of one networked technology, namely synchronous computer-mediated interaction, in the second language (L2) classroom. The scope is intentionally limited to research concerned with evaluating the potential benefits of computer-assisted classroom discussion (CACD) in terms of second language acquisition (SLA) theory.
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The present study investigates discourse functions and syntactic complexity in English-as-a-second-language (ESL) learner output obtained via two different modes of computer-mediated communication (CMC): asynchronous and synchronous discussions.
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A collection of Webchat interaction data among English non-native speakers (NNS) and native speakers (NS) is the basis for a microanalytic investigation conducted form a Conversation Analysis (CA) perspective. The main purpose is to discover patterns and conversational strategies used by participatns in this on-line context.
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Language Learning & Technology Vol 5, Num 3
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This study looks at what happens when language students venture out of the classroom (virtual or otherwise) to participate in on-line discussion groups with native speakers.
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Language Learning & Technology
June 2008, Volume 12, Number 2 - pp. 49-70
Sara Kol and Miriam Schcolnik
Tel Aviv University
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Language Learning & Technology
June 2008, Volume 12, Number 2 - pp. 94-112
Chi-Fen Emily Chen and Wei-Yuan Eugene Cheng
National Kaohsiung First University of Science and Technology, Taiwan
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CMC & Student Learning
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