CMC–Talking in Text, Learning by Net

Conducted by Champion, Nicole, Shirley and Queenie Not the building CMC (Creative Media Center) located in CityU, the CMC that we will talk about in the following passage is computer-mediated communication. Computer-mediated communication was defined as “a vehicle for the metaphorical construction of community, the crafting of multiple personae and collective identities, and the assumption […]

Computer-Mediated Communication and Second Language Use

We have read an encyclopedia article by Abrams that summarizes research into computer-mediated communication in the context of second language education. Abrams points out that it has been acknowledged that computer-mediated communication (CMC) is conducive to second language teaching and learning. Research findings suggest that in comparison with face-to-face interactions, CMC enables learners to engage […]

The Use of Web 2.0 Functions in Foreign Language Learning Websites

By Grace Wang and Camie Kwok The homepage of Babbel (Photo Credit: Babbel.com) Highlights of Stevenson and Liu (2010)’s article on foreign language learning websites: In recent years, some foreign language learning websites have incorporated Web 2.0 functions. Specifically, they allow users to interact with native speakers of their target languages. Stevenson and Liu (2010) […]

CMC and Second Language Use

By Tiffany, Emily, Zita and Stella Since its introduction into second and foreign language learning, CMC has contributed to learners’ lexical and grammatical output as well as their motivation to communicate in L2 when compared with face-to-face interactions. Blyth (2008) grouped studies of CMC into four categories: technological; psycholinguistic; sociocultural; and ecological Insights from Technological […]

Computer-assisted Class Discussion

Chun’s (1994) study suggests that computer networking can be used to improve the interactive ability of language learners, especially those beginners. The main theme is that “using CACD (Computer-assisted Class Discussion) would provide students with the opportunity to generate and initiate different kinds of discourse structures or speech acts” (p.20). Chun investigates her students who […]