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A Qualitative Study of Computer-mediate Communication Use in Foreign Language Classroom
PROCEEDINGS

, Kun Shan University of Technology, Taiwan ; , Kun Shan University of Technology, Taiwan

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, USA ISBN 978-1-880094-54-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This study employed a qualitative case study approach to explore English as Foreign Language (EFL) learners' perceptions of the use of Computer-mediated Communication (CMC) to facilitate their communication skills in English. Data consisted of observations of both synchronous and asynchronous communication participants engaged in across a period of 4 months; online and offline communication protocols; open-ended interviews and reflection papers composed by participants. Content analysis of interview data and written documents listed above, member check and triangulation were major data analysis techniques employed in this study. The findings suggested that participants did not perceive computer-mediated communication as beneficial to their development of communication skills in English. In addition, participants regarded the nature of CMC as artificial or pseudo communication that did not aid to authentic communicational skills in the foreign language.

Citation

Lin, H. & Chen, T. (2004). A Qualitative Study of Computer-mediate Communication Use in Foreign Language Classroom. In J. Nall & R. Robson (Eds.), Proceedings of E-Learn 2004--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2001-2006). Washington, DC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 24, 2019 from .

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