Computer-Mediated Communication Essay

Since the introduction and increasing use of computer networks during mid-1990s, as a mean of creating learning environment, computer-mediated communication is widely used in contribution to learning second language, particularly for English. Many researchers have carried out studies using both synchronous and asynchronous CMC in L2 language learning (Samuel (2001); Perez (2003); Yamada (2009) and Al-sofi (2016) Samuel (2001) investigated computer-mediated communication as a motivator in foreign language learning by doing an experimental study with students in 2 classrooms at Andong National University, South Korea. First class room was taught in conventional way and the other was instructed in computer lab for 50 minutes/ period. This experiment

The findings showed that students in computer lab were more motivated to learn and practice English through email writing than students in regular classroom and they were eager to use computer in writing email to their instructor so that if they have problems about English learning or grammatical issues, they could ask their instructor directly and received language-related answers that they could apply in their English learning and improve their English proficiency. This research study also observed numerous benefit of implementing computer-mediated communication in language learning that it could help students to improve their computer skills, to be independent in learning, to be able to access up-to-date information and materials for language learning development and to receive good advices from experts on any topics in which they are interested that they can apply such useful advices in their language learning for further improvement. Perez (2003) examined language productivity of second language learners that implemented different modes of computer-mediated communication (CMC) including

The researcher conducted experimental study with 40 students that were non-native speakers of English with varied English proficiency from high to low level and they never met with each other before to eliminate issues of familiarity that possibly affected the experiment. Participants were divided into 4 groups including videoconferencing (image and voice) group, audio-conferencing (voice without image) group, text chat with images (image without voice) group and plain text chat (neither image nor voice) group. Participants in each group were assigned works in pairs and each pair would work together and engage in 15-minute discussion about the same topic through computer laptop with headset and webcam. Language learners in each group were assigned to finish decision-making task through different communication type including voiced-based communication- learners gave opinions and argument by voice, and text-based communication- learners discussed topics, gave opinions and argument based on text. The findings showed that image and voice promoted learners to communicate naturally leading to the fact that they could make correction by themselves and improve their learning performance. In addition, visual and auditory communication also made them feel much relieved compared with text-mediated system.