Need for Evaluation on the Effectiveness of Computer-Mediated Communication

Computer-mediated communication (CMC) has been a ‘hot’ topic in computer-assisted language learning (CALL); however, its effectiveness remains uncertain. This article reviews the nature of CMC, pinpoints strengths and weaknesses of incorporating it into language learning, considers factors that may affect the quality of CMC, and identifies possible direction for future studies. The author argues that sound criteria are lacking for the evaluation of the effectiveness of CMC and attempts to identify a set of possible criteria for classroom-based studies drawing from literature in language teaching and learning. The author also urges engineers to consider these criteria when designing new software, so that end users can conveniently measure its effectiveness and record their own progress.

[1]  Mike Levy,et al.  Call Dimensions: Options and Issues in Computer Assisted Language Learning (ESL & Applied Linguistics Professional Series) , 2006 .

[2]  J. Hall,et al.  Second and foreign language learning through classroom interaction , 2000 .

[3]  M. Hauck.  Critical success factors in a TRIDEM exchange , 2007 .

[4]  R. Ellis.  The empirical evaluation of language teaching materials , 1997 .

[5]  R. Gilabert,et al.  Motivation and task performance in a task-based web-based tandem project , 2002, ReCALL.

[6]  Kristi Jauregi,et al.  Virtual interaction through video-web communication: A step towards enriching and internationalizing language learning programs , 2008, ReCALL.

[7]  Mike Levy,et al.  REVIEW OF CALL DIMENSIONS: OPTIONS AND ISSUES IN COMPUTER-ASSISTED LANGUAGE LEARNING CALL Dimensions: Options and Issues in Computer-Assisted Language Learning , 2007 .

[8]  E. Ushioda.  Tandem language learning via e-mail: from motivation to autonomy , 2000, ReCALL.

[9]  Michael Levy,et al.  Computer applications in second language acquisition : Foundations for teaching , testing and research , 2009 .

[10]  Rod Ellis,et al.  Analysing Learner Language , 2005 .

[11]  C. Lai,et al.  CALLING ON CALL: FROM THEORY AND RESEARCH TO NEW DIRECTIONS IN FOREIGN LANGUAGE TEACHING , 2008, Studies in Second Language Acquisition.

[12]  Yuping Wang,et al.  Negotiation of meaning in desktop videoconferencing-supported distance language learning , 2006, ReCALL.

[13]  Glenn Stockwell,et al.  Effects of topic threads on sustainability of email interactions between native speakers and nonnative speakers , 2003, ReCALL.

[14]  Regine Hampel,et al.  Using internet-based audio-graphic and video conferencing for language teaching and learning , 2003 .

[15]  Rod Ellis,et al.  Classroom Interaction, Comprehension, and the Acquisition of L2 Word Meanings , 1994 .

[16]  T. Pica.  Research on Negotiation: What Does It Reveal about Second-Language Learning Conditions, Processes, and Outcomes?. , 1994 .

[17]  Mark Warschauer,et al.  NETWORK-BASED LANGUAGE TEACHING , 2008 .

[18]  Zoltan Dornyei,et al.  The motivational basis of language learning tasks * , 2007 .

[19]  Jill Pellettieri,et al.  Network-based Language Teaching: Negotiation in cyberspace: The role of chatting in the development of grammatical competence , 2000 .

[20]  Zoltán Dörnyei,et al.  7. The motivational basis of language learning tasks , 2002 .

[21]  Phillip A. Towndrow,et al.  Using IT in the language classroom : a guide for teachers and students in Asia , 2004 .

[22]  Jeong-Bae Son,et al.  Teacher development in e-learning environments , 2004 .

[23]  Christina L. Isabelli-García,et al.  The Role of Asynchronous Computer Mediated Communication on Enhancing Cultural Awareness , 2005 .