Effects of synchronous and
asynchronous computer-mediated
communication (CMC) oral
conversations on English language
learners’ discourse functions
Charles Lee
MA3C0204
Introduction
Many language teachers have increasingly
indulged in developing collaborative
language learning activities using computermediated communication (CMC)
synchronous
asynchronous
Synchronous and asynchronous CMC
modes are used as an approach to help
English as a Foreign Language (EFL)
learners to create social interaction in and
outside the classroom.
The focus of the present study is to analyze
the effects of synchronous and
asynchronous CMC modes on question
(types and strategies) discourse function
generated by EFL learners.
There are two major CMC modes:
Synchronous and asynchronous which may
serve different functions, and they may be
used for various pedagogical purposes.
Both mode can help students producing a
large amount of language output.
i) provide frequent opportunities for students
to express their ideas and opinions;
ii) produce large amount of target language
output;
iii) allow more time to develop comments,
which may lead to greater precision of
expression;
iv) promote a collaborative spirit;
v) enhance motivation for language practice;
vi) promote student-centered atmosphere;
vii) focus on content rather than form;
viii) reduce students’ anxiety from face-to-face
communication in a foreign language class;
and
ix) develop student’s linguistic performance.
the asynchronous mode may give users
more chances to think and answer than the
synchronous mode where they participate
in a real time interaction (Abrams, 2003).
Synchronous CMC mode requires
immediate responses which limit the use of
outside resources while asynchronous CMC
mode supports delayed interactions which
give more time for thinking and planning
and uses external resources.
Synchronous
Asynchronous
telnet,BBS(talk),IRC
Video conferencing
Email, Voice mail
” In addition, different types of interaction
(that is, synchronous and asynchronous)
may affect the quality of feedback
differently (Ho & Savignon, 2007).
two research questions
1) Which CMC mode, synchronous or
asynchronous, shows main question
types of the output produced by EFL
learners?
2) What are the effects of
synchronous and asynchronous CMC
modes on question strategies used by
EFL learners?
Participants-Students were native XXX
speakers at an intermediate EFL level. They
were surveyed about gender, age,
computer literacy, and high school and
university English level. They ranged in age
from 19 to 21 years with the average age
being 20.3 years.
Research took place at the Department of
English Language during a 6-week period.
The class met once a week for 1.5 h each
time.
30 students were randomly assigned to
two treatment conditions/groups. The first
group used synchronous CMC while the
second utilized asynchronous CMC. Each
group in synchronous and asynchronous
CMC modes was then divided into smallsized cooperative groups of 5 students
based on their selection of the group
members.
This study was conducted over a six-week
period at XXX University. It involved two
groups from an intact EFL class. Students
were asked to make an oral discussion
session in synchronous CMC mode and
another oral discussion session using
asynchronous CMC mode on six topics.
The tasks aimed at developing students’
oral performance.
Each student in the synchronous CMC group was
required to discuss all topics orally, including
discussing all subtasks in each topic and
answering other students’ questions related to
them through the Audio Chat module (Fig. 1),
while students in the asynchronous CMC mode
had to do the same tasks, but via sending audio
messages.
The topics included the following:
1) A journey: When/Where/Why/How/With whom did you go?
What did you do/see/eat/drink/play, etc.? Describe the place.
2) Spending your day: Describe what you do (example, eat,
study, watch, and meet) in the morning/at noon/in the evening.
3) Multiculturalism: What are the differences/similarities
between your values and Western values? Give illustrative
examples. Do you like/dislike them? Why?
4) Study problems: Describe the problems facing you in your
study (example, study time, exams, fees, assignments,
professors, schedule, etc.)
5) Friendship: Describe your friend. What are the
characteristics of the good friend? Has he/she ever helped you?
How? What should we do to keep friends?
6) Car accidents: Why do drivers make accidents? What are the
results? What is the effect of car accidents on
children/students? Suggest solutions for the problem. Describe
a car accident you saw.
Students were asked to talk or to
make conversation base on these
types of questions.
Students’ conversations were
saved for later logging, and then
transcribed and analyzed by two
analysts who were applied
linguists. And giving grades base
on the following figure
After gather the data they use
SPSS to run ANOVA
Based on the findings in this study, it can be
concluded that learners who used asynchronous
CMC mode performed significantly better than
those who used synchronous CMC mode on
measures of mean of question types and strategies,
and their totals. The use of asynchronous CMC
mode helped students to generate more discourse
related to question types and strategies. This was
an unexpected finding and against the results
reported by many studies done to identify the
effects of synchronous and asynchronous CMC
modes.
Criticizing of this paper
• The author did not really point out
what kind of the equipment is using
for the group of the asynchronous
students.
. Each student in the synchronous CMC
group was required to discuss all topics
orally, including discussing all subtasks in
each topic and answering other students’
questions related to them through the
Audio Chat module (Fig. 1)
• the study was conducted on a limited
sample over a limited period in a
particular context
-30 students 1.5 hours per week.
• The data of the study was graded based
on the analyze of the two applied
linguists. It should have Questionnaire of
the students to involve their opinions.