Use Of Synchronous Computer-mediated Communication Research Articles

Synchronous computer-mediated communication in pronunciation teaching: A survey study

Remote learning has been in the spotlight since the emergence of the coronavirus pandemic, notably boosting the development of distance learning in the last two years; as universities were obliged to close worldwide and lecturers had to teach online during lockdown, the use of Synchronous Computer-Mediated Communication (SCMC) started to prevail. Pronunciation instruction was not an exception. Indeed, in-person lectures had used technology to support face-to-face (F2F) education by using videos and articles in class. However, educators had to adapt rapidly to teach through video-based platforms. Although much investigation has been conducted on Computer-Assisted Pronunciation Training (CAPT), and researchers currently show more and more interest in the use of new technologies within the pronunciation classroom, little research has been done regarding the teaching methodologies applied in teacher-guided online pronunciation instruction.

Synchronous computer-mediated communication as a peer observation tool

Abstract Peer observation plays a key developmental role in initial teacher education courses. However, potential benefits can be limited due to time constraints and the rigidity of individual observation tasks. This article examines the use of synchronous computer-mediated communication (SCMC) as a peer observation tool on a CELTA course. We analyse SCMC feeds and participant interviews to discover how CELTA trainees and tutors use SCMC during observations and how participants perceive SCMC as an observation tool. SCMC enabled trainees to identify and solve problems, share ideas and opinions, give constructive feedback, and reflect on their own and their peers’ teaching. Tutor questions were an important resource in prompting these actions. SCMC seemed to help build rapport and democratize feedback as trainees initiated discussions, chose topics, and interacted with each other and the tutor. Participants found SCMC engaging and useful. Results suggest that SCMC enhanced collaboration, dialogue, and reflection during peer observation.

Supporting the development of synchronous text-based computer-mediated communication with an intelligent diagnosis tool

To date, a look at the scientific literature on the construction and use of synchronous computer-mediated communication (CMC) support environments reveals that most researchers have focused either on exchanging information or on constructing and presenting posts. In this work, an intelligent collaborative synchronous CMC platform that detects whether the learners address the expected discussion issues is proposed. The concept maps related to the learning topics are first outlined by the instructor. After each learner issues a post on the synchronous CMC platform, a feature selection approach is adopted to derive the input parameters of a one-class Support Vector Machines (SVMs) classifier. The classifier then determines if the learners’ posts are related to the concept maps previously outlined by the instructor. Meanwhile, learner peers from the same group are asked to provide comments on the synchronous CMCs, and a group grading module is established in this work to evaluate the quality of the synchronous CMCs. If the evaluation results from the classifier and the group grading module are inconsistent, the instructor or the teaching assistant is consulted to verify the evaluation results. Notably, a feedback rule construction mechanism is used to issue feedback messages to learners in cases where the synchronous CMC support system detects that the learners have strayed astray from the expected learning topics in their posts. The classification rates for the one-class SVM classifier can reach up to 97.06%, and the average pre-test and post-test grades were 51.94 and 66.77, respectively, which revealed that the junior high school students participating in synchronous CMC activities related to natural science were benefited by the proposed intelligent synchronous CMC platform.

The use of synchronous computer-mediated communication to improve EFL university students’ oral English proficiency

The use of synchronous computer-mediated communication to improve EFL university students’ oral English proficiency

Students' Dynamic Assessment Via Online Chat

While there is ample documentation on the use of synchronous computer-mediated communication (SCMC) in the foreign language classroom for instructional purposes (Beauvois, 1994, 1998; Beauvois & Eledge, 1996; Chun, 1994; Darhower, 2002; Kelm, 1992, Kern, 1995; Warschauer, 1996), research devoted to assessment in this area is quite rare (Heather, 2003; Oscoz, 2003). One reason for this lack of research is the process-oriented nature of SCMC that demands new research and evaluation tools (Furstenberg, Levet, English, & Maillet, 2001). This study explores the possibility of applying dynamic assessment (DA), which focuses on process rather than on the product, to SCMC. The study draws on the work of Antón (2003), who examined students' performance in oral interaction following DA techniques and on Aljaafreh and Lantolf's (1994) 5-level scale (based on the frequency and type of assistance provided to the learner) to assess learners' language development in SCMC. The data presented in this study shows that the application of the 5-level scale makes it possible to obtain a more accurate picture of learners' stage of development. In spite of the benefits of DA, the study also suggests that the traditional modes of assessment are still required to assess students' performance in SCMC. As Johnson (2004) stated, both modes are needed to obtain a richer and more complete understanding of students' language development.

Changing tutor roles in online tutorial support for open distance learning through audio-graphic SCMC

The use of synchronous computer-mediated communication (SCMC) tools such as audio-graphic conferencing to provide tutorial support in Open Distance Learning (ODL) settings brings with it changes in roles and relationships between tutors and students which need to be researched to gain an insight into the learning experience of those teaching and being taught through the medium. In this paper we will report on a study of language tutors new to audio-graphic conferencing after they spent a year providing online tutorial support for a new beginners' Spanish distance learning language course. We will present how the tutors compare the online and face-to-face environments and how they perceive their roles as online tutors. We conclude that the success of tutorials in an audio-graphic environment depends on the individual tutor: their personality, warmth, and ability to communicate and manage learning become more relevant in the new environment; and that therefore training that goes beyond the technical and pedagogical and includes these aspects is required.

Learning through synchronous electronic discussion

This article reports a study examining university student pairs carrying out an electronic discussion task in a synchronous computer mediated communication (CMC) system (NetMeeting). The purpose of the assignment was to raise students’ awareness concerning conceptions that characterise effective pedagogical interactions, by collaboratively comparing and discussing their analyses of a dialogue between a tutor and a student. To examine whether the use of synchronous CMC could meet this end, students’ dialogues are characterised in terms of their constructive and argumentative contributions, and by their focus on the meaning of concepts. In addition, a comparison was made with a control group in which no peer coach was available with two forms of peer coaching. Peer coaches were focussed either on structuring arguments or on reflectively checking arguments in terms of strength and relevance. First, the results indicate that the study of students’ learning from electronic discussions requires an analysis of focus in relation to argumentation. Second, the coaching instruction did not fulfil our expectations. In this study, students seem to need support to focus on meaning rather than on argumentation in general, but they may also need support to hold overview, to keep track of their discussion and to organise their interface. Text-based electronic communication seems to be sensitive to such issues that may cause meaningful interaction to be disturbed.