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 more fully in interactions (Kern, 1995; Warschauer, 1996), adopt a wider range of discourse functions (Chun, 1994), perform various participant roles (Abram, 2001) and prompt different ways to negotiate meanings (Blake, 2000; Smith, 2004). Furthermore, from the sociocultural and ecological perspective, CMC serves as a tool to foster interpersonal communication. Relevant studies are predominantly based on a sociocultural understanding of language learning and focus on the social practice of interaction. Belz (2002), for example, believes CMC as an online exchange facilitates the development of learners’ interactive communicative competence (ICC). Learners from different cultural backgrounds benefit from language practice and the learning community.
As stated above, CMC is considered as an effective way to counteract the limitations of traditional classroom interaction. It is easy for us to find quite a few examples to support the idea. WeChat, as a medium of CMC, allows language learners to share what they have learned in the Moments. Each learner, therefore, has the chance to show their learning outcomes and get comments from others, including more advanced learners or less advanced ones, which motivates learners themselves and their friends. Skype is also an effective way to communicate with native speakers. I have two English teachers from Britain during my undergraduate years, Emma and David. They set up a chat group with my college classmates. Emma always asks some questions concerning Chinese culture and customs. Very active responses from my college classmates will be provoked. It is not uncommon for the others to offer further explanations if someone does not make himself clear. Emma also shares some video clips featuring western culture, so differences between the two cultures become a topic of interest. It provides us an authentic and synchronous situation to achieve cross-cultural communication. My classmates, I find, become more outgoing, willing to express their own ideas in a relaxing way via Skype than in class.
But some drawbacks, or to be more exact, worries about CMC cannot be ignored. Even though learners rely less on instructors and manage their own interactions, a problem arises that without guidance, it is not easy to implement systematic and comprehensive learning. Perhaps the topics chosen are not suitable, the learning process is probably not well-organized or some difficult points may not be given enough attention. What’s more, the establishment of a learning community requires meticulous planning and careful selection of members. Learners tend to group together with people sharing the same interest as they have much in common and are more likely to continue their talk. But it means that there may be no more advanced learners in the community, which often impedes the learning progress. Learners cannot reach a higher level of proficiency.
In terms of second language learning, we think the advantages of CMC still outweigh its disadvantages. It is, hence, necessary to come up with methods to reduce these disadvantages to a minimum. Therefore, I’d like you, my dear classmates, to have a discussion about your experience of CMC in learning or teaching a second language. How have you used CMC in your own language learning or teaching? What good and bad experiences have you had? Do you have any good ideas about how to ameliorate the experience? Alternatively, with the advent of AI, you are encouraged to describe what ideal CMC in second language learning will be.
–edited by Eric, Vicky and Grace Fu