The effect of synchronous and asynchronous computer-mediated communication (CMC) on EFL learners' pragmatic competence

Core competencies for the global workplace: A cross-cultural and skill-based simulation project in accounting

“…Future applications of the simulation project should explore increasing the time and alternative channels for communication. As Ajabshir (2019) notes, synchronous communication allows more 'give-and-take' exchanges, and this may help the local and international students to get to know each other in a way that fosters a deeper understanding and a greater sense of team, contribution, and value. This is supported by the statement by F-3 students that more back-and-forth interaction would help foster building collaboration skills.…”

“…via Skype/Zoom/Teams) difficult. Furthermore, asynchronous communication via email facilitates greater critical thinking (Warschauer, 1997) and produces a 'product-orientated output' where the content is deliberated as it is not subject to time and place limitations (Ajabshir, 2019;Baron, 2002). Finally, given that email is still the preferred communication channel in the office (Jones, 2011;Stich et al, 2019), the requirement to include instructors on the email communications is more consistent with a professional environment in which a junior accountant might include their manager or partner on communications with a client.…”

Online Teaching: A Relational Study of Perception and Satisfaction

“…Many studies have confirmed the positive effect of online interactions on the following aspects: perceived learning (Sher, 2009), student satisfaction with the course (Fedynich, Bradley & Bradley, 2015;Khalid & Quick, 2016), faculty satisfaction with the course (Su et al, 2005), student academic achievement (Long et al, 2011) and second-language acquisition (Ajabshir, 2019;Xu & Yu, 2018;Sauro, 2011;Mackey & Goo, 2007;Smith, 2005). West & Jones, (2007), McBrien et al, (2009 also found a positive relationship between real-time interaction and student satisfaction.…”

“…Key factors that affect student satisfaction with online courses include interactivity, self-efficacy, their perception of online learning, and their readiness for online learning. The role of interactivity has attracted the attention of many scholars, who have shown that it plays an important role in promoting the acquisition of a second language (Ajabshir, 2019;Xu & Yu, 2018;Sauro, 2011;Mackey & Goo, 2007;Smith, 2005). It has been observed in teaching practice that some students are keen to have extended interaction with teachers in the classroom, perhaps to stimulate interest and enthusiasm that had been aroused during a lesson.…”

The Effect of Concept Mapping on Learning English Requests by Iranian High School Students

“…With the recognition of the significance of speech acts, plenty of techniques for teaching and learning them have come out. Most of the techniques and strategies to the teachability of pragmatic components particularly on the part of speech acts have mainly accounted for the relative effectiveness of different types of pragmatic instruction/mediations or the priority of two approaches of explicit and implicit instruction over one another (Ajabshir, 2019;Derakhshan & Arabmofrad, 2018;Derakhshan & Zangoei, 2014;Emadi, 2015;Hashemi Shahraki, Ketabi, & Barati, 2015;Jernigan, 2012;Kargar, Sadighi, & Ahmadi, 2012;Rose, 2005;Sykes, 2018;Taguchi, Xiao, & Li, 2016;Tateyama, 2001).…”