Computer‐Mediated Communication (
            <scp>CMC</scp>
            )

Bekar, Mira; Christiansen, M. Sidury

doi:10.1002/9781118784235.eelt0816

Cited by 3 publications

(3 citation statements)

References 6 publications

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“…Integrating CMC in educational settings could support the learners' actively engaging in developing their communicative competence (Bekar & Christiansen, 2018) reviews ACMC platforms instead of studying the interaction and communication exchange in SCMS platforms. The studies examined social interaction mainly using ACMC web 2.0 for discussing and texting and social media networks such as Facebook and WeChat (See Table 2).…”

Section: Approaches For Evaluating Learners' Engagement In Writing As...mentioning

confidence: 99%

Unveiling Engagement in Asynchronous Writing: A Comprehensive Exploration of Approaches and Indicators – A Systematic Literature Review

Drajati,

Rochsantiningsih,

Martono

et al. 2024

AIJP

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In developing the learners’ language competence, many educational institutions altered teachers to integrate computer-mediated communication (CMC) synchronously and asynchronously. However, the issue of engagement becomes another issue to be handled. Accordingly, in this literature review of 20 qualitative, 7 quantitative, and 8 mixed-method studies published in the high-ranked database from 2000-2021, we aim to examine the approaches to evaluate and indicators to facilitate the learners’ engagement, specifically on writing asynchronously. Asynchronous CMC became the concern of this study as it supports the learners to follow the simultaneous discussion and supports multiple learning styles. The reviewed studies were identified using behavior, cognition, and emotion approaches to evaluate the learners’ engagement. Thus, the types of indicators to facilitate the learners’ engagement are input, process, and outcomes. Finally, this review suggests it is useful to design writing courses that effectively conceptualize evaluation approaches and indicators to facilitate the learners’ engagement.

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Section: Approaches For Evaluating Learners' Engagement In Writing As...mentioning

confidence: 99%

Unveiling Engagement in Asynchronous Writing: A Comprehensive Exploration of Approaches and Indicators – A Systematic Literature Review

Drajati,

Rochsantiningsih,

Martono

et al. 2024

AIJP

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“…There is also research in the field of computer-mediated communication (CMC) in language learning contexts (e.g. Sauro, 2012;Bekar & Christiansen, 2018). In this next section, we will draw on some of these different theoretical approaches to consider how digital media can be used to promote learning in language classrooms.…”

Section: Pronunciationmentioning

confidence: 99%

Teaching Languages to Adolescent Learners

Erlam

Philp

Feick

2021

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Teaching languages to adolescents can be a challenge. . . but one that is most rewarding! What works? What doesn't work? This book provides a reader friendly overview on teaching modern languages to adolescents (Years 7–13). Each chapter takes an aspect of language teaching and learning, and explains the underlying theory of instructed language acquisition and its application through examples from real language classrooms. The book explores teachers' practices and the reasoning behind their pedagogic choices through the voices of both the teachers themselves and their students. At the same time, it highlights the needs of the adolescent language learner and makes the case that adolescence is a prime time for language learning. Written in an accessible, engaging way, yet comprehensive in its scope, this will be essential reading for language teachers wishing to integrate cutting-edge research into their teaching. This title is also available as Open Access on Cambridge Core at 10.1017/9781108869812

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“…(Warschauer, 2005:42). This can be applied to the use of computer mediated communication (CMC) which enables interaction among learners in various ways, whether by means of online discussions or that of various written projects (Bekar & Christiansen, 2018;Peterson, 2009).…”

Section: Theories Of Input and Interactionmentioning

confidence: 99%

The role of blended learning in vocabulary acquisition and student autonomy development in an ESP context

Grabar¹

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Nowadays, when globalization is having a strong influence across all spheres of life, people are aware of the significance of (foreign) languages. Since languages are influenced by the surrounding environment and are therefore constantly developing, fast changes in technology have influenced second language acquisition and interaction between students, students and teachers and students and computers at higher education institutions. In line with the need for a better understanding of influences that technology has on language learning at this particular level, research was conducted to investigate the role of blended learning in vocabulary acquisition and learner autonomy development in the context of English for specific purposes. The study included 179 participants, first-year students of University North, allocated to two groups (a face-to-face group and a blended learning group) in accordance with the level of their English language knowledge. Three hypotheses were formulated and in order to test them, both groups were asked to complete several tasks during the semester. In order to test the first hypothesis, Blended learning of ESP vocabulary has the same effect on vocabulary acquisition as face-to-face learning, at the beginning of the semester, the students were asked to do a vocabulary test related to their study programme. At the end of the semester, vocabulary levels of both groups were tested once more and compared. Results of the study indicated that it is possible to acquire vocabulary in a blended learning environment to the same extent as in a traditional face-to-face environment. In order to test the second hypothesis, Blended learning raises students’ awareness of the possibility of more autonomous and independent English language acquisition in relation to the traditional classroom learning, and the third hypothesis, The effect of blended learning on the acquisition of ESP vocabulary and the level of students’ self-assessed competence is related to the students’ skill of using a blended approach to learning, that is their technological skills and the use of the technology for learning purposes, the students were asked to fill in a questionnaire containing questions about their self-assessed technology competence, attitude towards learning in blended and online environments and using technology for academic purposes, and to self-assess their English language knowledge using “can-do” statements. The results showed that the students involved in online learning were aware of the possibilities that blended learning offered, and the possibility of developing learner autonomy through technology and distance learning, but were not aware of any improvements in their language skills. The results, in spite of certain limitations, confirmed those obtained by previous research and contributed to the field of second language acquisition, and they can therefore be applied in theory and practice to tertiary contexts outside Croatia.

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Computer‐Mediated Communication ( CMC )

Cited by 3 publications

References 6 publications

Unveiling Engagement in Asynchronous Writing: A Comprehensive Exploration of Approaches and Indicators – A Systematic Literature Review

Unveiling Engagement in Asynchronous Writing: A Comprehensive Exploration of Approaches and Indicators – A Systematic Literature Review

Teaching Languages to Adolescent Learners

The role of blended learning in vocabulary acquisition and student autonomy development in an ESP context

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