A study assessing the effects of synchronous and asynchronous computer-mediated communication on subsequent face-to-face discussions was conducted. Participants were asked to read a short article about internet censorship. Then they were randomly assigned to one of three groups: a synchronous (internet chat) group, an asynchronous (internet discussion board) group and a control group. Both the ...

This study investigated the effectiveness of explicit pragmatic instruction on the acquisition of requests by college-level English as Foreign Language (EFL) learners in Taiwan. The goal was to determine first whether the use of explicit pragmatic instruction had a positive effect on EFL learners’ pragmatic competence. Second, the relative effectiveness of presenting pragmatics through two deli...

Within the field of second language acquisition, pronunciation has received relatively little attention. This lack research can also be seen in general systematic pedagogical materials for training, effectively reinforcing “marginalized” nature classroom (Lee, Plonsky & Saito, 2019). Accordingly, current study investigated use synchronous/asynchronous computer-mediated communication as a method...

This article explores computer-mediated communication (CMC) and information communication technology (ICT) use in language learning. More specifically, the article addresses the impact or implications of CMC tools for computer enhanced language learning. The article attempts to present a review of key literature in adaptation of communication technologies to teaching or learning language in gen...

Roskilde University’s master’s programme in computer-mediated communication combines face-to-face seminars with net seminars focusing on collaborative project work. Net-based learning based on CSCW offers both advantages and pitfalls: (i) it helps to activate all students, (ii) it fosters complexity in organising tasks, (iii) asynchronous environment generates a need for synchronous communicati...

This chapter introduces synchronous, one-on-one, computer mediated communication. A discussion then is presented on the growth of typewritten, synchronous communication, beginning with the TeleTypewriter/Telecommunications Device for the Deaf (TTY/TDD), and how instant messaging (IM) can benefit those who are deaf, and also others who wish to communicate rapidly without the use of a telephone o...

Synchronous computer-mediated communication in the online language classroom has gained growing attention wake of worldwide epidemic. Nevertheless, only a few researchers have studied it through bibliometric analyses. This study aimed to retrospect previous development and figure out role intercultural competence, social presence, corrective feedback synchronous communication-based learning. Bo...

It is commonly argued that asynchronous computer-mediated communication (CMC) is preferable for promoting reflection and discussing complex ideas in e-learning environments. However, guidelines for when to use synchronous media are unavailable. In order to address this problem, we propose initial prescriptive guidelines for when to support synchronous communication, as a complement to asynchron...