Foreign language learning with CMC: forms of online instructional discourse in a hybrid Russian class

Integrating Computer Mediated with Face-to-face Communication and EFL Learners‟ Vocabulary Improvement

“…Reviewing the literature, Lee (2007) indicates that integrated learning is better and more effective than the traditional classroom type of instruction and individual forms of Elearning technology alone. Also, Meskill and Anthony (2005) suggest that CMC should not serve as a replacement for live instruction, but as a complement to it. As they state "instructor-orchestrated CMC may enhance F2F learning by providing an additional venue to practice and reinforce F2F instruction" (p. 90).…”

Focus-on-form through peer feedback in a Spanish–American telecollaborative exchange

“…focus-onform is more salient in CMC than in face-to-face as the learner reads the written discourse on the screen and takes further notice of errors (Lee, 2004b). In many cases, linguistic feedback is provided through symmetrical (learner-to-learner) or asymmetrical (expert-tolearner) exchange via synchronous (text chat) or asynchronous (message board) CMC (e.g., Meskill & Anthony, 2005;O'Rourke, 2005;Sauro, 2009). Lee (2008), for example, in her recent study shows how feedback was negotiated through expert-to-learner collaboration efforts using various types of tasks.…”

CALL: A Survey of K-12 ESOL: Teacher Uses and Preferences

“…Studies typically focus on the application of certain technologies in specific language skills areas: For example, multimedia is seen as supporting vocabulary acquisition because it can effectively present new lexical items and enable learners to practice them with visual referents ( Jones & Plass, 2002;Nikolova, 2002) and through gaming formats that include visual and auditory information (Wood, 2001), which improve retention. Multimedia technology containing audio and video has also been shown to promote the development of listening skills (Brett, 1997;Jakobsdottir & Hooper, 1995;Merler, 2000), and computer mediated communication (CMC) has also had positive effects on language acquisition (Chun, 1994;Kelm, 1992;Kern, 1995;Meskill & Anthony, 2005;Warschauer, 1997). Moreover, scholars such as Carman (2003), Gulcan (2003), Hagood (2003), and Mackay (2003) hold the view that the interplay of multimedia elements improves learning to read a second language, and Stenson, Downing, Smith, & Smith (1992) suggest that visual displays of language learner speech and the opportunity to visually and aurally compare output to that of a native speaker have been shown to improve target language pronunciation.…”