Social presence in synchronous CMC-based language learning: How does it affect the productive performance and consciousness of learning objectives?

Computer Assisted Language Learning

Volumn 20, Issue 1, 2007, Pages 37-65

  Yamada, Masanori ^a   Akahori, Kanji ^a  

^a TOKYO INSTITUTE OF TECHNOLOGY   (Japan)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33847163213     PISSN: 09588221     EISSN: 17443210     Source Type: Journal    
DOI: 10.1080/09588220601118503     Document Type: Article

References (59)

1. Abrams, Z. I. (2003). The effect of synchronous and asynchronous CMC on oral performance in German. The modern Language Journal, 87(2), 157-167.
2. Bax, S. (2003). CALL-past, present and future. System, 31, 13-28.
3. Beauvois, M. H. (1994). E-talk: Attitudes and motivation in computer-assisted classroom discussion. Computer and the Humanities, 28(1), 177-190.
4. Beauvois, M. H. (1998a). Write to speak: the effects of electronic communication on the oral achievement of fourth semester French students. In J. A. Muyskens (Ed.), New ways of learning and teaching: Focus on technology and foreign language education (pp. 93-115). Boston, MA: Heinle & Heinle, Boston.
5. Beauvois, M. H. (1998b). Conversations in slow motion: Computer-mediated communication in the foreign language classroom. The Canadian modern language review, 54(2), 198-217.
6. Blake, R. (2000). Computer mediated communication: A window on L2 Spanish interlanguage. Language Learning and Technology, 4(1), 120-136.
7. Bruce, V. (1996). The role of the face in communication: Implications for videophone design. Interacting with Computers, 8(2), 166-176.
8. Chun, D. M. (1994). Using computer networking to facilitate the acquisition of interactive competence. System, 22(1), 17-31.
9. Chun, D. M. (1998). Using computer-assisted class discussion to facilitate the acquisition of interactive competence. In J. Swaffar, S. Romano, P. Markley, & K. Arens (Eds.), Language learning online: Theory and practice in ESL and L2 computer classroom (pp. 57-80). Austin, TX: Labyrinth publications.
10. Clark, H. H. (1994). Managing problems in speaking. Speech Communication, 15, 243-250.
11. Ellis, R. (1986). Understanding second language acquisition. Oxford: Oxford University Press.
12. Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
13. Fernandez-Garcia, M., & Martinez-Arbelaiz, A. (2002). Negotiation of meaning in nonnative speaker-nonnative speaker synchronous discussion. CALICO Journal, 19(2), 279-294.
14. Fotos, S. (1994). Integrating grammar instruction and communicative language use through grammar consciousness-raising tasks. TESOL Quarterly, 28(2), 323-351.
15. Fotos, S., & Ellis, R. (1991). Communicating about grammar: A task based approach. TESOL Quarterly, 25(4), 605-628.
16. Foster, P., & Skehan, P. (1996). The influence of planning and task type on second language performance. Studies in Second language Acquisition, 18, 299-323.
17. Furstenberg, G. (1997). Teaching with technology: What is at stake? ADFL Bulletin, 28(3), 21-25.
18. Gass, S. M., Mackey, A., & Pica, T. (1998). The role of input and interaction in second language acquisition: Introduction to the special issue. The Modern Language Journal, 82(3), 299-305.
19. Gunawardena, C. N. (1995). Social presence theory and implications for interaction and collaborative learning in computer conferences. International Journal of Educational Telecommunications, 1(2/3), 147-166.
20. Gunawardena, C. N., & Zittle, F. J. (1997). Social presence as a predictor of satisfaction within a computer-mediated conferencing environment. The American Journal of Distance Education, 11(3), 8-26.
21. Hackman, M. Z., & Walker, K. B. (1990). Instructional communication in the televised classroom: The effects of system design and teacher immediacy on student learning and satisfaction. Communication Education, 39(3), 196-209.
22. Hampel, R., & Baber, E. (2003). Using internet-based audiographic and video conferencing for language teaching and learning. In U. Felix (Ed.), Language learning online: Towards best practice (pp. 171-191). Lisse: Swets & Zeitlinger.
23. Jepson, K. (2005). Conversations-and negotiated interaction-in text and voice chat rooms. Language Learning and Technology, 9(3), 79-98.
24. Kelm, O. R. (1992). The use of synchronous computer networks in second language instruction: A preliminary report. Foreign Language Annals, 25(5), 441-454.
25. Kock, N. (2001). Compensatory adaptation to a lean medium: An action research investigation of electronic communication in process improvement group. IEEE Transaction on Professional Communication, 44, 267-285.
26. Krashen, S. (1985). The input hypothesis: Issues and implications. Harlow: London House.
27. Lee, L. (2002). Synchronous online exchanges: A study of modification devices on non-native discourse. System, 30, 275-288.
28. Lee, L. (2004). Learners' perspectives on networked collaborative interaction with native speakers of Spanish in the US. Language Learning and Technology, 8(1), 83-100.
29. Leh, A. S. C. (2001). Computer-mediated communication and social presence in a distance learning environment. International Journal of Educational Telecommunications, 7(2), 109-128.
30. Levy, M., & Stockwell, G. (2006). CALL dimensions: Options and issues in computer assisted language learning. Mahwah, NJ: Lawrence Erlbaum Associates.
31. Long, M. (1981). Input, interaction, and second-language acquisition. Annals of the New York Academy of Sciences, 379, 256-278.
32. Long, M. (1989). Task, group, and task-group interactions. University of Hawai'i Working Papers in ESL, 8(2), 1-26.
33. Martin, M. (2005). Seeing is believing: The role of video conferencing in distance learning. British Journal of Educational Technology, 36(3), 397-405.
34. McAndrew, P., Foubister, S. P., & Mayes, T. (1996). Video conferencing in a language learning application. Interacting with Computers, 8(2), 207-217.
35. McIsaac, M. S., & Gunawardena, C. N. (1996). Research in distance education. In D. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 403-437). New York: Scholastic Press.
36. Ministry of Education, Culture, Science, Science and Technology. (2004). Regarding the establishment of an action plan to cultivate "Japanese with English abilities". Retrieved December 16, 2004, from http://www.mext.go. jp.
37. Morris, F. (2005). Child-to-child interaction and corrective feedback in a computer mediated L2 class. Language Learning and Technology, 9(1), 29-45.
38. Pica, T., & Doughty, C. (1985). Input and interaction in the communicative language classroom: A comparison of teacher-fronted and group activities. In S. M. Gass, & C. G. Madden (Eds.), Input in second language acquisition (pp. 115-132). Rowley, MA: Newbury House.
39. Pica, T., & Doughty, C. (1985). The role of group work in classroom second language acquisition. Studies in Second Language Acquisition, 7(2), 233-248.
40. Robinson, P. (2002). Task complexity, cognitive resources, and second language syllabus design. In P. Robinson (Ed.), Cognition and second language instruction (pp. 287-318). New York, NY: Cambridge University Press.
41. Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-158.
42. Schmidt, R. W. (1993). Awareness and second language acquisition. Annual Review of Applied Linguistics, 13, 206-226.
43. Schmidt, R. W. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3-32). Cambridge: Cambridge University Press.
44. Short, J., Williams, E., & Christie, B. (1976). The social psychology of telecommunications. London: John Wiley & Sons.
45. Skehan, P. (1998). The cognitive approach to language learning. Oxford, Oxford University Press.
46. Smith, B. (2002). The use of communication strategies in computer-mediated communication. System, 31, 29-53.
47. Smith, B. (2003). Computer-mediated negotiated interaction: An expanded model. The modern Language Journal, 87(1), 38-57.
48. Smith, V. L., & Clark, H. H. (1993). On the course of answering questions. Journal of Memory and Language, 32(1), 25-38.
49. Smyth, R. (2005). Broadband video conferencing as a tool for learner-centered distance learning in higher education. British Journal of Educational Technology, 36(5), 805-820.
50. Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. M. Gass, & C. G. Madden (Eds.), Input in second language acquisition (pp. 235-253). Rowley, MA: Newbury House.
51. Swain, M. (1995). Three functions of output in second language learning. In G. Cook, & B. Selhofer (Eds.), Principles and practice in applied linguistic: Studies in honour of H.G. Winddowson (pp. 125-144). Oxford: Oxford University Press.
52. Tarone, E. (1981a). Communication strategies, foreign talk, and repair in interlanguage. Language Learning, 30(2), 417-431.
53. Tarone, E. (1981b). Some thoughts on the notion of communication strategy. TESOL Quarterly, 15(3), 285-295.
54. Walther, J. B. (1992). Interpersonal effects in computer-mediated interaction. Communication Research, 19(1), 52-90.
55. Wang, Y. (2004). Distance language learning: Interactivity and fourth-generation internet-based video conferencing. CALICO Journal, 21(2), 373-395.
56. Warschauer, M. (1996). Comparing face-to-face and electronic discussion in the second language classroom. CALICO Journal, 13(2/3), 7-26.
57. Warschauer, M. (1997). Computer-mediated collaborative learning: Theory and practice. The Modern Language Journal, 81(4), 471-481.
58. Wray, A., & Perkins, M. R. (2000). The functions of formulaic language: an integrated model. Language and Communication, 20, 1-28.
59. Zähner, C., Fauverge, A., & Wong, J. (2000). Task-based language learning via audiovisual networks. In M. Warschauer, & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 186-203). Cambridge: Cambridge University Press.