Using Computer‐Mediated Communication (CMC) in Language Teaching

Abstract

This article discusses how new and familiar computer technology tools can be used in a communicative language classroom. It begins by outlining the benefits and challenges of using such technology for language teaching in general, and it describes some sample activities that the author has used. Readers are shown how to implement various computer tools in their own classrooms in order to create a Computer‐Mediated Communication environment in a communicative language classroom.

Use of Facebook by Secondary School Students at Nuku'alofa as an Indicator of E-Readiness for E-Learning in the Kingdom of Tonga

“…First, Facebook is the most used online social network in the Kingdom of Tonga according to Socialbakers (2014) and Allin1Social (2014) websites (see Table 1). Second, previous studies claim that Facebook can be used for teaching due to its features and potential to enhance motivation for learning experiences (Goertler, 2009;Mason, 2006;Mazer, Murphy, & Simonds, 2007). Facebook has recently been used by educators for e-learning due to its similarity to a learning management system (LMS) (Bradley, Holcomb, & Smith, 2010;Meishar-Tal, Kurtz, & Pieterse, 2012;Wang, Woo, Quek, Yang, & Liu, 2011).…”

Am kürzeren Ende der Sonnenallee in 140 Characters or Less: Using Twitter as a Creative Approach to Literature in the Intermediate German Classroom

“…Among the greatest advantages of CMC in SLA classrooms—in particular synchronous chat, which most conceptually resembles Twitter—researchers list the frequency of utterances, direct interaction between students, increased student motivation and involvement, and transferability of skills across other modes of communication (Abrams, ; Arnold & Ducate, ; Beauvois, 1998a, 1998b; Blake, ; Chun, ; Ducate et al, ; Goertler, ; Hirotani, ; Kern, ; Lornsen, ; Payne & Whitney, ; Rubio et al, 2014; Salaberry, ; Smith, ; Warschauer, Turbee, & Roberts, ). Kern () attributed these benefits to the lower affective filter, adding that, unlike actual conversations, CMC offers students more opportunities to engage, feel in charge, and produce sophisticated utterances while simultaneously practicing reading.…”

“…Researchers also raised awareness about the potential disadvantages of new media, such as computer‐literacy, privacy and security, access and logistics (Goertler, ), and addiction (Dunlap & Lowenthal, ). Access and logistics can be tackled by providing students with equipment through the university library or computer lab, as was done by Ducate et al () Computer‐ or new‐media literacy, however, requires a rethinking of pedagogical tools.…”

“…The same is true for the field of higher education, where new media and portable devices such as tablets and smartphones, as well as the myriad services associated with them, like Facebook, Twitter, wikis, or apps, are increasingly integrated into the classroom. Across the disciplines, instructors turn to such new technologies to relate content, engage students, foster a sense of community, and provide more creative and meaningful possibilities for collaboration among students (Arnold & Ducate, ; Ducate, Lomicka, & Lord, ; Dutton & Loader, ; Goertler, ; Lornsen, ; Newgarden, ).…”

Competition vs. Experience Sharing: A Case Study in an E-learning Feedback Environment

“…E-learning has become an important methodology that integrated in the teaching and learning process in order to enhance the quality of education (Hussein, 2011). In fact, the use of communication tools on the Web to support teaching and learning is popular in nowadays classroom environments (Harris & Rea, 2009;Goertler, 2009). Communication technologies provide educators and students with several benefits that include, but are not limited to, enhancement of collaboration among students (Beldarrain, 2006), improvement on students' interactivity (Markett, Sánchez, Weber, & Tangney, 2006).…”