Impact of Synchronous vs. Asynchronous Computer-mediated Communication on EFL Students’ Writing Performance (original) (raw)
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For the last two decades, computers have entered people's lives in an unprecedented manner in a way that almost everybody considers life without them rather impossible. In recent years, researchers and educators have been trying to discover how computers and the Internet technology can maximize the quality of language instruction. As such, the present experimental study sought to investigate the impact of Synchronous Computer-Mediated Communication (SCMC) on Iranian EFL learners' collaboration. To this end, 26 upper-intermediate female students were randomly chosen from a language institute and then they were randomly assigned to one control (Face-to-Face) and two experimental groups (Internet Relay Chat and 2 Dimensional modes). Then, they were taught how to write for ten sessions. The two experimental groups were instructed over the net with two different SCMC modes while the control group was given instruction in a conventional classroom context. Quantitative data regarding the students' collaboration were collected via Haythornthwaite's (2000) three-part Likert-scale questionnaire after being tested for its reliability and validity for the present context. The results of one-way ANOVA showed no statistically significant differences between the experimental and control groups in terms of collaborative learning, class interaction, and students' impression. The results also suggested that mode of instruction might not be a determining factor as far as the amount of students' collaboration, interaction and impressions are concerned.
This study sought to investigate the impact of Synchronous Computer-Mediated Communication (SCMC) on EFL learners' motivation. To this end, 26 upper-intermediate female students from a language institute in Ahwaz, Iran participated in the present study. They were randomly assigned to two experimental groups and one control group. The two experimental groups received instruction in writing over two different Computer-Mediated Communication (CMC) mediums over the internet, Internet Relay Chat (IRC) (n = 8) and 2 Dimensional (2D) (n = 8) while the control group received instruction in a conventional face-to-face (F2F) classroom environment (n = 10). The data were collected through an Attitude/Motivation questionnaire prior to and after the experiment. The results of paired-samples t-tests showed that all three groups' level of motivation increased after the experiment; however, the results of one-way ANOVA and post-hoc tests revealed that only the differences between the experimental and control groups were statistically significant, F (2788.56, 3400.97) = 9.42, p = .001. In addition, the difference between the two experimental groups (IRC and 2D) was not found to be significant. The findings of the present study might provide EFL instructors with practical guidelines on how on-line instruction could be planned to boost EFL learners' motivation.
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This paper focuses on the impact of an asynchronous online discussion forum on the development of students’ ability in and attitudes toward writing in English. To do this, 60 undergraduate students majoring in English were assigned to two experimental and control groups while receiving different types of feedback. Students in the experimental group were required to take part in an asynchronous forum by writing a five-paragraph essay, challenging their ideas and providing feedback based on a pre-designed feedback sheet, whereas students in the control group received traditional face-to-face feedback by the teacher. Analysis of the data obtained through a pre-test, a post-test, and a survey indicated that students’ writing improved significantly in the experimental group, on both lexis and grammar planes, as the results of engaging in replying to peers’ questions, involving in writing by exchanging feedback, and employing self-assessment strategies to revise their own work. Furthermor...
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In the age of computer mediated technology, the effects of the internet applications on learners' performance have been broadly investigated by many researchers. In keeping with this trend, this study compared the effect of conventional tools as pen-and-paper, and e-mail, on the writing performance in terms of content, organization, language use, vocabulary and mechanics. Forty two English major students from one intact class at Universiti Putra Malaysia (UPM), based on their grades in "Expository Writing", as a subject taken in the previous semester, were randomly assigned into two groups, namely: pen-and-paper dialogue journal and e-mail dialogue journal. Pre and post writing tests were administered to identify two groups' differences in their writing performance scores. After going through seven week intervention, quantitative research results revealed that e-mail group outperformed their counterparts in overall writing performance and language use, one of the categories. However, for other writing performance components, this research showed no significant difference between groups. With the empirical data offered in this study, e-mail can be applied as a suitable tool to assist language learner to improve their writing performance.
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This paper aims to reveal the effectiveness of within the teaching Bahasa Indonesia writing skills. This analysis used a quasi-experimental design. The population consisted of non-linguistic students from the Borneo Tarakaan University, two classes were randomly selected as a sample, agrotechnology class A1 was used as the experimental group, while agrotechnology class A2 became the control group using the conventional approach. The data were analyzed by descriptive and inferential statistics using the computer program SPSS 20 for Windows and the results were as follows: (1) There were significant differences in writing performance among students taught with the Synchronous Computer Mediated Communication (SCMC) and conventional approach (2), the use of Synchronous Computer Mediated Communication (SCMC) was more effective than the conventional approach in teaching writing skills.
A Study of the Role of Using E-mail in Improving High School Students’ EFL Writing Skill
International Journal of Foreign Language Teaching and Research, 2012
The present study investigates the effect of e-mail on Iranian learners of English and focuses on teaching the writing skill via e-mail. More specifically, the study investigates (a) whether using email has any statistically significant effect on improving high school students' writing skill, and (b) whether the proficiency level has any relation with students' writing improvement through using e-mail.To this end, 150 high school Iranian students were selected randomly and divided into 3 proficiency levels, namely high, mid, and low, based on their performances on an Oxford Placement Test (OPT). The participants at every proficiency level were divided into 3 subgroups to receive 3 methods of instruction, namely traditional face-to-face, through using e-mail, and through both the traditional method and using e-mail. After 3 months of instruction, a posttest was administered and the results were submitted to ANOVA. The results obtained revealed that using e-mail had a statistically significant effect on improving students' writing skills. The Scheffe post hoc results showed that the group with the e-mail treatment performed almost the same as the other 2 groups at the high proficiency level; in other words, the group at the high level did not benefit much from using e-mail; however, thelow and intermediate proficiency level participants did benefit from it. The findings are finally discussed with regard to how email can be exploited as an educational aid by teachers and learners.
The impact of synchronous computer-mediated communication on EFL learners’ motivation
International Journal of Research Studies in Educational Technology, 2015
This study sought to investigate the impact of Synchronous Computer-Mediated Communication (SCMC) on EFL learners' motivation. To this end, 26 upper-intermediate female students from a language institute in Ahwaz, Iran participated in the present study. They were randomly assigned to two experimental groups and one control group. The two experimental groups received instruction in writing over two different Computer-Mediated Communication (CMC) mediums over the internet, Internet Relay Chat (IRC) (n = 8) and 2 Dimensional (2D) (n = 8) while the control group received instruction in a conventional face-to-face (F2F) classroom environment (n = 10). The data were collected through an Attitude/Motivation questionnaire prior to and after the experiment. The results of paired-samples t-tests showed that all three groups' level of motivation increased after the experiment; however, the results of one-way ANOVA and post-hoc tests revealed that only the differences between the experimental and control groups were statistically significant, F (2788.56, 3400.97) = 9.42, p = .001. In addition, the difference between the two experimental groups (IRC and 2D) was not found to be significant. The findings of the present study might provide EFL instructors with practical guidelines on how on-line instruction could be planned to boost EFL learners' motivation.