This paper reports some personal observations regarding a second language teaching situation where non‐native speakers of Portuguese participated in class discussions via real time computer networks. Synchronous computer networks have been utilized in university courses to improve group participation in writing and composition in L1 situations. This same process offers L2 an opportunity to participate in interlanguage discussions via computer. Preliminary observations from this experience suggest that computer assisted class discussions may promote increased participation from all members of a work group, allow students to speak without interruption, reduce anxiety which is frequently present in oral conversations, render honest and candid expression of emotion, provide personalized identification of target language errors and create substantial interlanguage communication among L2 learners.

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In assessing the application of social media on the teaching of business communication, this article looks at MBA student use of blogs, online photo database contributions, and video contributions to YouTube channels. These assignments were part of their course activities, which included a 2-week study tour in China. The article looks at these activities within the context of the social constructivist view on learning in general. The student work provides evidence of the positive results that come from the use of social media, when viewed from the perspective of social constructivist theories for learning.

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