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

Technology has made an invaluable contribution to foreign language (FL) teaching, particularly so in recent years. The advanced technical capabilities offered by digital games, including voice and text chat, take the use of computer-mediated communication in language learning one step further, allowing for remote, anonymous and situated learner interaction. This article presents an overview on how virtual worlds (VWs) are being used for educational purposes and for FL teaching in particular. A literature review on existing research has been included, covering areas such as FL interaction, impact on affective variables and attitudes towards the use of these environments. Special attention will be devoted to how VW interaction may affect students’ anxiety, motivation and self-efficacy beliefs. Finally, teacher perceptions will be explored through the data collected among 179 secondary school FL teachers participating in the EU-funded TeCoLa project (‘Pedagogical differentiation through telecollaboration and gaming for intercultural and content integrated language teaching’).

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Effect of SCMC on foreign language anxiety and learning experience: A comparison of voice, video, and VR-based oral interaction

ReCALL ◽

10.1017/s0958344020000154 ◽

2020 ◽

Vol 33 (1) ◽

pp. 49-70

Author(s):

James York ◽

Koichi Shibata ◽

Hayato Tokutake ◽

Hiroshi Nakayama

Keyword(s):

Foreign Language ◽

Language Learning ◽

Technology Use ◽

Learning Experience ◽

Computer Mediated Communication ◽

Language Anxiety ◽

Foreign Language Anxiety ◽

Mediated Communication ◽

Computer Mediated ◽

Communication Modalities

AbstractStudies on computer-mediated communication often compare the affective affordances of different technologies with face-to-face communication. This study aimed to understand how three different computer-mediated communication modalities may affect EFL learners’ foreign language anxiety (FLA). Using a counterbalanced 3 by 3 factorial design, 30 undergraduate Japanese university students participated in this study, completing a spot-the-difference task in three different oral synchronous computer-mediated communication modes: voice, video, and virtual reality (VR). Upon completing each task, participants responded to an FLA questionnaire and answered questions regarding their learning experiences. Finally, a post-experiment questionnaire asked participants to explicitly compare their experiences of learning within each modality. Results suggest that although all three modes were successful in reducing learner FLA, no statistically significant differences were found between mean scores. However, the results of the learner perceptions questionnaire suggested that VR was the easiest environment to communicate in, was the most fun, and the most effective environment for language learning. Participant responses to an open-ended question suggested that learner dispositions to technology as well as their affective characteristics may be responsible for differing opinions regarding the affordances of VR for language learning. The study concludes with a call for more research in the area of learner affect and technology use, including studies that more effectively utilize the technological affordances of VR, and also qualitatively assess which elements of VR may affect learner FLA and motivation.

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Metalinguistic Reflection and Computer-Mediated Communication: An Interventionist approach to Language Study Abroad

Canadian Journal of Applied Linguistics ◽

10.37213/cjal.2020.28958 ◽

2020 ◽

Vol 23 (1) ◽

pp. 192-210

Author(s):

Meredith McGregor

Keyword(s):

Study Abroad ◽

Language Learning ◽

Language Proficiency ◽

Computer Mediated Communication ◽

Metalinguistic Awareness ◽

Mediated Communication ◽

Computer Mediated ◽

Language Study ◽

Media Platform ◽

The Impact

This article reports on part of a mixed-methods study framed by sociocultural theory and aimed at assessing the impact of an intervention to promote metalinguistic awareness in language study abroad sojourners. Participants utilized a social media platform as a space to develop personalized e-portfolios for the purpose of in-depth metalinguistic reflection, paired with entirely computer-mediated researcher-participant mentoring. As such, this study addresses the importance of intervention in second language learning in study abroad, while also adding to the research available on its intersections within a 24/7 digitally connected world. Analysis of the data suggests that carrying out reflective practices and engaging with a mentor, even at distance, may be contributory in enhancing Spanish language proficiency. Further, this provides evidence that interventionist approaches to study abroad can be made accessible and meaningful even in the absence of significant resources, and without implementing prohibitively onerous tasks for either a student or practitioner.

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Asynchronous Online Networking

Encyclopedia of Information Technology Curriculum Integration ◽

10.4018/978-1-59904-881-9.ch010 ◽

2011 ◽

pp. 63-70

Author(s):

Kosmas Vlachos ◽

Sofia Papaefthimiou-Lytra

Keyword(s):

Foreign Language ◽

Language Learning ◽

Computer Mediated Communication ◽

Foreign Language Learning ◽

Language Education ◽

Computer Assisted ◽

Learning Potential ◽

Mediated Communication ◽

Language And Culture ◽

Development Of Language

Computer assisted language learning (CALL) has been at the forefront of foreign language education since the early 1980s. More recently researchers’ and practioners’ attention has centered on the sociocognitive approaches to CALL, that is, on the classroom practices and the electronic applications that make use of students’ interaction via the computer to promote the foreign language learning potential. This article addresses the issues of cross cultural collaboration and computer mediated communication (CMC) and explores how asynchronous online networking can foster a) the collaboration across partner classes and b) the cooperation of students within partner classrooms with the aim of enhancing the learning of English as a foreign language and in particular the development of language and culture awareness and mediation skills and ultimately intercultural communicative competence.

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CMC and MALL unite

CALL for widening participation: short papers from EUROCALL 2020 ◽

10.14705/rpnet.2020.48.1196 ◽

2020 ◽

pp. 247-252

Author(s):

Salvador Montaner-Villalba ◽

Bruce Lander ◽

Valentina Morgana ◽

Vera Leier ◽

Jaime Selwood ◽

...

Keyword(s):

Language Learning ◽

Computer Mediated Communication ◽

Foreign Language Learning ◽

Short Paper ◽

Portable Devices ◽

Mediated Communication ◽

Mobile Media ◽

Social Lives ◽

Mobile Assisted Language Learning ◽

Computer Mediated

There is no doubt that Computer Mediated Communication (CMC) and mobile mediated communication are linked as technology continues to transform the way we communicate with each other. Campbell (2019) analyzed how mobile communication evolved into portable devices to form a complete system of mobile media, reshaping the fabric of our social lives via ‘sociality’ and ‘spatiality’. In this short paper, we would like to offer a brief overview of the diverse oral presentations which took place in the joint CMC and MALL (Mobile Assisted Language Learning) Special Interest Group (SIG) symposium at the online conference this year. This short paper will introduce various online apps which are available for free in both computer-based and mobile versions and can be adapted to foreign language learning in various ways.

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Language Learning Through Drama

International Journal of Learning and Teaching ◽

10.18844/ijlt.v10i4.766 ◽

2018 ◽

Vol 10 (4) ◽

pp. 376-380

Author(s):

Nuriye Değirmenci Uysal ◽

Fatih Yavuz

Keyword(s):

Foreign Language ◽

Language Learning ◽

Learning Process ◽

Foreign Language Learning ◽

Review Of The Literature ◽

Language Classroom ◽

Teachers And Students ◽

Role Of Teachers ◽

The Impact

This study presents a review of the literature regarding the impact of drama on dimensions of second/ foreign language learning. The paper first discusses the importance of integrating drama into the second/ foreign language learning process and the role of teachers and students in the learning process. Then, after introducing the pedagogical and linguistic aspects of using drama techniques in the language classroom in a broader perspective, it focuses on the drama-oriented verbal and nonverbal exercises. Next, the paper reviews the studies on the language learning through drama, and concludes that using drama in language teaching would facilitate emotional and social development in addition to language development of students while it points out that the number of studies on the issue is limited.

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