The effect of synchronous and asynchronous computer-mediated communication (CMC) on EFL learners' pragmatic competence.
Abstract The aim of this study was to explore the effect of computer-mediated communication (CMC), as compared with traditional face-to-face instruction, on the acquisition of the request speech act. It also examined the differential impacts of synchronous and asynchronous CMC modes on pragmalinguis...
| Publicado en: | Computers in Human Behavior Vol. 92; pp. 169 - 178 |
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| Formato: | Artículo |
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Elsevier B.V.
Mar2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=134185606&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 134185606 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 07475632 JC4 jtl: Computers in Human Behavior issn: 07475632 maglogo: N pubinfo: dt: Mar2019 vid: 92 pid: 2410 pub: Elsevier B.V. artinfo: ui: 134185606 10.1016/j.chb.2018.11.015 ppf: 169 ppct: 9 formats: tig: atl: The effect of synchronous and asynchronous computer-mediated communication (CMC) on EFL learners' pragmatic competence. aug: au: Ajabshir, Zahra Fakher affil: Bonab University, Bonab, East Azarbaijan, Iran su: Iran Computer assisted instruction Discourse analysis Discussion Interpersonal relations Language acquisition Linguistics Social skills Analysis of covariance English as a foreign language T-test (Statistics) User interfaces Pre-tests & post-tests sug: subj: Computer assisted instruction Discourse analysis Discussion Interpersonal relations Language acquisition Linguistics Social skills Iran Language Schools Analysis of covariance English as a foreign language T-test (Statistics) User interfaces Pre-tests & post-tests keyword: asynchronous CMC Computer-mediated communication (CMC) Interlanguage pragmatics (ILP) Synchronous CMC asynchronous CMC Computer-mediated communication (CMC) Interlanguage pragmatics (ILP) Synchronous CMC ab: Abstract The aim of this study was to explore the effect of computer-mediated communication (CMC), as compared with traditional face-to-face instruction, on the acquisition of the request speech act. It also examined the differential impacts of synchronous and asynchronous CMC modes on pragmalinguistic and sociopragmatic competences. The participants were 106 Iranian EFL learners who received the treatment via synchronous (Syn), asynchronous (Asyn), and face-to-face (F-F) instruction types for eight sessions during an intensive extracurricular program. During each of the treatment sessions, the participants received the metapragmatic instruction; watched computerized video clips on requests; and then were paired with a partner to discuss some prescribed questions and to create their own dialogues based on the given situations. During this phase, they were engaged in synchronous text-based chat, asynchronous text-based chat, or face-to-face discussion, based on their group assignment. Prior to and after the treatment, the written discourse completion test (WDCT) pretest and post-test were administered. The data analysis by an ANCOVA and a series of t -tests showed the superiority of CMC-oriented instruction over F-F instruction. While no significant difference was found between Syn and Asyn groups in their post-test performance, they performed differentially on some measures of pragmalinguistic and sociopragmatic competences. The findings have pedagogical implications for EFL teachers, practitioners, and courseware designers to use CMC affordances for delivering pragmatics instruction. Highlights • Both the Syn and Asyn groups generated roughly similar frequencies of indirect speech acts. • The Asyn group tended to use the syntactic and lexical modifiers more frequently. • The Syn group tended to vary their request strategies more in accordance with the levels of imposition. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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