The Impact of Computer-Mediated Communication Environments on Foreign Language Learning: A Review of the Literature

Mahdi, Hassan Saleh

doi:10.5430/wjel.v4n1p9

Cited by 21 publications

(19 citation statements)

References 47 publications

(13 reference statements)

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“…More importantly, it was used by students to carry their conversations in the computer lab. However, these results are in line with Mahdi (2014) who indicated that using Skype for the oral CMC group created turn-taking patterns that were very close to face-to-face turn taking.…”

Section: Questionsupporting

confidence: 80%

The Effect of Using Web-Cam Chat on the Undergraduate EFL Learners᾽ Socio-Cultural Competence

Bataineh¹,

Al-Abdali²

2015

IJE

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This study aimed at investigating the use of web-cam chat as one of the most effective tools of Computer-Mediated Communication (CMC), and measuring its effect on the sociocultural competence of the English as foreign language learners. The sample of the study consisted of 38 undergraduate EFL learners who registered for a Conversational Skills Course at Al-alBayt University during the academic year 2013-2014. However, the chosen sample of the study was of two groups: Group one consisted of (20) students, which was chosen as an experimental group, and group two consisted of (18) students, which was assigned as a control group. Data were collected within 8 weeks and statistical analysis was prepared (T-test, one-way analysis of variance, and Scheffe). To assess the effect of using web-cam chat on EFL learners sociocultural competence, students in both groups sat for a written and an oral test at the beginning of the second semester of the academic year 2013-2014 so as to determine their actual sociocultural knowledge before starting the experiment. After 8 weeks, the same test was administered as a posttest. The results of the study indicated that the experimental group performed better that the control group in the sociocultural aspects of language due to the new method of teaching that is Web-cam chat. The results of the study showed that the experimental group acquired some sociocultural aspects rather than the others. Additionally, the findings of the study revealed that the experimental group students have developed their language skills. This might be due to the effect of web-cam chat through which the experimental groups' students interacted a lot with native speakers of English. Accordingly, a set of recommendations were provided at the end of this study.

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Section: Questionsupporting

confidence: 80%

The Effect of Using Web-Cam Chat on the Undergraduate EFL Learners᾽ Socio-Cultural Competence

Bataineh¹,

Al-Abdali²

2015

IJE

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“…The dynamic development of internet technologies has affected many aspects of life including in education and even in the language classroom. The use of these technologies has been reported to make language learning become more effective [2]. Consequently, online learning is rapidly permeating EFL/ESL courses in the past two decades [3].…”

Section: Introductionmentioning

confidence: 99%

“…There are two types of online discussion platforms; synchronous discussions require the interlocutors to be logged in simultaneously whereas asynchronous communication does not have specific limitations in terms of time and place [2]. One online platform which offers a space for online discussion is Facebook through its Messenger facility.…”

Section: Introductionmentioning

confidence: 99%

Online Discussion via Facebook Messenger: Impact on students’ test performance of William Golding’s “Lord of the Flies”

Farhan*¹,

Yusoff²

2019

IJITEE

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The teaching of literature component in the English language classroom heavily relies on the traditional methods like "tell them and test them"[1]. Recent development and advancement of technology have called for a transformation in the literature classroom through the incorporation of internet technologies and applications with emphasis on self-directed learning by means of online discussion and negotiation. Thus, this study aims to explore the potential of technology integration in the literature classroom through the utilization of an online discussion platform. The objective is to examine its impact on students' test performance of William Golding's “Lord of the Flies”. This quasi-experimental study was conducted at a university in Iraq and forty-five undergraduate students enrolled in an English language course participated. The students were assigned to groups of four members and collaborated on Facebook Messenger as the online discussion platform for five weeks on various aspects of the novel. Scores from students English literature pre- and post-tests were analyzed descriptively and also using a paired sample t-test. Results revealed that there was a statistically significant increase in the students’ pre and post-test scores. This indicates that the use of online discussions to understand and learn various elements of the literary text was significantly impactful and the approach is recommended for the literature classroom to help improve the students' responses to the text and test performance.

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“…Using technology in language learning is the topic of several studies (for review see Golonka, et al 2014;Mahdi, 2014). These studies have revealed a number of encouraging results which indicated that language learning with the help of technology can be more effective than through the use of traditional ways.…”

Section: Introductionmentioning

confidence: 99%

The Use of Keyword Video Captioning on Vocabulary Learning Through Mobile-Assisted Language Learning

Mahdi¹

2017

IJEL

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Video captioning is a useful tool for language learning. In the literature, video captioning has been investigated by many studies and the results indicated that video captioning may foster vocabulary learning. Most of the previous studies have investigated the effect of full captions on vocabulary learning. One of the key aspects of vocabulary learning is pronunciation. However, the use of mobile devices for teaching pronunciation has not been investigated conclusively. Therefore, this paper attempts to examine the effect of implementing keyword video captioning on L2 pronunciation using mobile devices. Thirty-four Arab EFL university learners participated in this study and were randomly assigned to two groups (key-word captioned video and full captioned video). The study is an experimental one in which pre-and post-tests were administered to both groups. The results indicated that keyword captioning is a useful mode to improve learner's pronunciation. The post test results indicate that there was no statistically significant difference between the two modes of captioning on vocabulary learning. However, learners at keyword video captioning performed better that full video captioning.

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The Impact of Computer-Mediated Communication Environments on Foreign Language Learning: A Review of the Literature

Cited by 21 publications

References 47 publications

The Effect of Using Web-Cam Chat on the Undergraduate EFL Learners᾽ Socio-Cultural Competence

The Effect of Using Web-Cam Chat on the Undergraduate EFL Learners᾽ Socio-Cultural Competence

Online Discussion via Facebook Messenger: Impact on students’ test performance of William Golding’s “Lord of the Flies”

The Use of Keyword Video Captioning on Vocabulary Learning Through Mobile-Assisted Language Learning

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