Share This Article:

Why Asynchronous Computer-Mediated Communication (ACMC) Is a Powerful Tool for Language Learning

Abstract Full-Text HTML Download Download as PDF (Size:66KB) PP. 125-129
DOI: 10.4236/ojml.2012.23016    7,695 Downloads   14,146 Views   Citations
Author(s)    Leave a comment

ABSTRACT

Tertiary institutions are increasingly using online virtual environments such as Blackboard to upload course content for students. However, there is still limited usage of the online blogging and discussion tools. This study describes the language used by tertiary students involved in blogging and discussions online. It also demonstrates learning processes observed through the interactions of participants over time. Findings suggest that this unique discourse mode is a potentially powerful tool for language learning.

Conflicts of Interest

The authors declare no conflicts of interest.

Cite this paper

Brooke, M. (2012). Why Asynchronous Computer-Mediated Communication (ACMC) Is a Powerful Tool for Language Learning. Open Journal of Modern Linguistics, 2, 125-129. doi: 10.4236/ojml.2012.23016.

References

[1] Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8, 293-332.doi:10.1207/s1532690xci0804_2
[2] Chun, D. (1994). Using computer networking to facilitate the acquisition of interactive competence. System, 22, 17-31. doi:10.1016/0346-251X(94)90037-X
[3] Gustafson, J., Hodgson, V., & Tickner, S. (2004). Identity construction and dialogue genres—How notions of dialogue may influence social presence in networked learning environments. Proceedings of The Fourth International Conference on Networked Learning, Lancaster, 5-7 April 2004.
[4] Halliday, M. A. K. (1975). Learning to mean—Explorations in the development of language. London: Edward Arnold.
[5] Halliday, M. A. K. (2004). An introduction to functional grammar (3rd ed.). London: Education and Lifelong Learning.
[6] Hatch, E. (1992). Discourse and language education. New York: Cambridge University Press.
[7] Howatt, A. (1984). A history of English language teaching. Oxford: OUP.
[8] Kember, D. (1996). The intention to both memorise and understand: Another approach to learning. Higher Education, 31, 341-354. doi:10.1007/BF00128436
[9] Kern, R. (1995). Restructuring classroom interaction with networked computers: Effects on quantity and quality of language production. Modern Language Journal, 79, 457-476. doi:10.1111/j.1540-4781.1995.tb05445.x
[10] Krashen, S. (1982). Principles and practice in second language acquisition. London: Pergamon Press Inc.
[11] Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2, 34-46. doi:10.1111/j.1540-4560.1946.tb02295.x
[12] Lewis, D., & Allan, B. (2005). Virtual learning communities: A guide to practitioners. Berkshire: McGraw Hill.
[13] Marton, F., & Saljo, R. (1976). On qualitative differences in learning II: Outcome as a function of the learner’s conception of the task. British Journal of Educational Psychology, 46, 115-127. doi:10.1111/j.2044-8279.1976.tb02304.x
[14] Ortega, L. (1997). Processes and outcomes in networked classroom interaction: Defining the research agenda for L2 computer-assisted classroom discussion. Language Learning & Technology, 1, 82-93.
[15] Pellettieri, J. (2000). Negotiation in cyberspace: The role of chatting in the development of grammatical competence. In M. Warschauer, & R. Kern, (Eds.), Network-based language teaching: Concepts and practice. Cambridge: Cambridge University Press.
[16] Peters, K. (2000). Concrete steps for on-line discussion. URL (last checked 19 September 2000). http://booboo.webct.com/otln/Asynchronous_Strategies.htm
[17] Prawat, R. S. (1996). Constructivisms: Modern and postmodern. Educational Psychologist, 31, 215-225.
[18] Schmidt, R. W. (1994). Deconstructing consciousness: In search of useful definitions for Applied Linguistics. AILA Review, 11, 11-26.
[19] Stevick, E. W. (1976). Memory, meaning and method. New York: Newbury House Publishers.
[20] Van Lier, L. (1996). Interaction in the language curriculum: Awareness, autonomy, and authenticity. London: Longman.
[21] Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.
[22] Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
[23] Warschauer, M. (1996). Computer-assisted language learning: An introduction. In S. Fotos (Ed.), Multimedia language teaching. Tokyo: Logos International.
[24] Wilkins, D. (1976). Notional syllabuses. Oxford: Oxford University Press. doi:10.1037/11193-000

  
comments powered by Disqus

Copyright © 2019 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.