{"title":"计算机交际与英语学习者语用能力教学的混合方法研究","authors":"Ying Zhang","doi":"10.4018/ijcallt.291113","DOIUrl":null,"url":null,"abstract":"The use of computer-mediated communication (CMC) has been growing as an approach to facilitating second/foreign language (L2/FL) acquisition. Existing literature adopting CMC has investigated the efficacy of various devices (e.g., blogs, emails). However, few studies have explored the potential advantages of augmenting CMC-based learning with instruction. This study investigated the impact of CMC paired with instruction on EFL learners' pragmatic competence. Sixty-five Chinese EFL students were divided into two groups; the experimental group engaged in CMC with native English speakers and received instruction in compliment responses (CRs), while the control group had CMC without intervention. Result from an independent samples t-test indicated a significant difference between groups for properly using CRs, favoring the experimental group (p = .023). Furthermore, findings from interviews showed that cognitive load, teachers, and pragmatic knowledge affect EFL learners' pragmatic behaviors. Implications are discussed.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.7000,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"A Mixed-Methods Study of Computer-Mediated Communication Paired With Instruction on EFL Learner Pragmatic Competence\",\"authors\":\"Ying Zhang\",\"doi\":\"10.4018/ijcallt.291113\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The use of computer-mediated communication (CMC) has been growing as an approach to facilitating second/foreign language (L2/FL) acquisition. Existing literature adopting CMC has investigated the efficacy of various devices (e.g., blogs, emails). However, few studies have explored the potential advantages of augmenting CMC-based learning with instruction. This study investigated the impact of CMC paired with instruction on EFL learners' pragmatic competence. Sixty-five Chinese EFL students were divided into two groups; the experimental group engaged in CMC with native English speakers and received instruction in compliment responses (CRs), while the control group had CMC without intervention. Result from an independent samples t-test indicated a significant difference between groups for properly using CRs, favoring the experimental group (p = .023). Furthermore, findings from interviews showed that cognitive load, teachers, and pragmatic knowledge affect EFL learners' pragmatic behaviors. Implications are discussed.\",\"PeriodicalId\":43610,\"journal\":{\"name\":\"International Journal of Computer-Assisted Language Learning and Teaching\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.7000,\"publicationDate\":\"2022-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Computer-Assisted Language Learning and Teaching\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.4018/ijcallt.291113\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Computer-Assisted Language Learning and Teaching","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4018/ijcallt.291113","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
A Mixed-Methods Study of Computer-Mediated Communication Paired With Instruction on EFL Learner Pragmatic Competence
The use of computer-mediated communication (CMC) has been growing as an approach to facilitating second/foreign language (L2/FL) acquisition. Existing literature adopting CMC has investigated the efficacy of various devices (e.g., blogs, emails). However, few studies have explored the potential advantages of augmenting CMC-based learning with instruction. This study investigated the impact of CMC paired with instruction on EFL learners' pragmatic competence. Sixty-five Chinese EFL students were divided into two groups; the experimental group engaged in CMC with native English speakers and received instruction in compliment responses (CRs), while the control group had CMC without intervention. Result from an independent samples t-test indicated a significant difference between groups for properly using CRs, favoring the experimental group (p = .023). Furthermore, findings from interviews showed that cognitive load, teachers, and pragmatic knowledge affect EFL learners' pragmatic behaviors. Implications are discussed.
期刊介绍:
The mission of the International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) is to publish research, theory, and conceptually-based papers that address the use and impact of and innovations in education technologies in advancing foreign/second language learning and teaching. This journal expands on the principles, theories, designs, discussion, and implementations of computer-assisted language learning. In addition to original research papers and submissions on theory and concept development and systematic reports of practice, this journal welcomes theory-based CALL-related book and software/application reviews.