scholarly journals The effect of connecting reading and writing in foreign language teaching in the computer mediated communication environment

2012 ◽  
Vol 2 (10) ◽  
pp. 25-29
Author(s):  
Ying Wang
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Computer Mediated Communication ◽  
Foreign Language Teaching ◽  
Mediated Communication ◽  
Reading And Writing ◽  
Communication Environment ◽  
Computer Mediated

Virtual worlds and language learning

2019 ◽  
Vol 11 (1) ◽  
pp. 29-43 ◽  
Author(s):  
Sabela Melchor-Couto
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teacher Perceptions ◽  
Virtual Worlds ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Affective Variables ◽  
One Step ◽  
The Eu

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’).

scholarly journals Word Shortening Strategies: Egyptian vs. Non-Egyptian English Tweets

2018 ◽  
Vol 8 (3) ◽  
pp. 27
Author(s):  
Iman Mohamed Mahfouz
Keyword(s):  
Social Media ◽  
Foreign Language ◽  
Language Use ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Parallel Corpora ◽  
Social Media Platform ◽  
Message Length ◽  
Computer Mediated ◽  
Media Platform

The language of Computer-mediated Communication (CMC) is known to deviate from standard language in many ways dictated by the characteristics of the medium in order to achieve brevity, speed as well as innovation. Together with the intrinsic features of CMC in general, the character limitation imposed by the popular social media platform, Twitter has triggered the use of a number of linguistic devices including shortening strategies in addition to unconventional spelling and grammar. Using two parallel corpora of English tweets written by Egyptians and non-Egyptians on a similar hashtag, the study attempts to compare the shortening strategies used in both datasets. A taxonomy for orthographic and morphological shortening strategies was adapted from Thurlow and Brown (2003) and Denby (2010) with particular focus on message length, punctuation, clipping, abbreviations, contractions, alphanumeric homophones and accent stylization. Given the scarcity of linguistic studies conducted on Egyptian tweets despite the vast amount of data they offer, the study compares the findings about tweets written by Egyptians in English as a foreign language to previous studies. The findings suggest that Egyptians tend to omit punctuation more frequently, whereas non-Egyptians favor abbreviations, contractions and clipped forms. The results also indicate that Twitter may be shifting towards longer messages while at the same time increasingly employing more shortening strategies. The study also reveals that character limitation is not the only factor shaping language use on Twitter since not all linguistic choices are governed by brevity of communication.

Analysis of personal mail attributes in a computer mediated communication environment (abstract)

1994 ◽  
Vol 26 (1) ◽  
pp. 410
Author(s):  
Marc W. Brooks ◽  
John R. Chang ◽  
Ryan C. Horner ◽  
David W. Brown
Keyword(s):  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Communication Environment ◽  
Computer Mediated

The Use of the CMC Tool AMANDA in the Teaching of English

2011 ◽  
pp. 307-321
Author(s):  
Esrom Adriano Irala ◽  
Patrica Lupion Torres
Keyword(s):  
Artificial Intelligence ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Communication Method ◽  
Teaching Learning ◽  
Language Teaching And Learning

This chapter belongs to the context of the computer-mediated communication (CMC) for language teaching and learning. Since the introduction of this new communication method, new paths for the teaching and learning of languages have been opened. In this research, virtual discussions in the English language about polemical topics were carried out through the use of the AMANDA program. This program features artificial intelligence principles in the discussion coordination, diminishing the tutor’s workload in the task of coordinating the discussions. The goal of this research was to observe the contributions of the CMC tool for the learning of English by the participating students. In total, 83 upper-intermediate English level students took part. The analyses and final considerations concentrate on the evaluation of the program used as well as the positive and negative aspects observed during this research for the teaching/learning of the English language.

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

ReCALL ◽  
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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