A Mixed-Methods Study of Computer-Mediated Communication Paired With Instruction on EFL Learner Pragmatic Competence

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2022-01-01 DOI:10.4018/ijcallt.291113

Ying Zhang

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引用次数: 1

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.

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计算机交际与英语学习者语用能力教学的混合方法研究

计算机媒介交流(CMC)作为促进第二语言/外语(L2/FL)习得的一种方法已经越来越多。现有文献采用CMC对各种设备(如博客、电子邮件)的功效进行了调查。然而，很少有研究探索在指导下增强基于cmc的学习的潜在优势。本研究探讨了CMC与教学相结合对英语学习者语用能力的影响。65名中国学生被分为两组;实验组与以英语为母语的人进行文化交流，并接受恭维反应的指导;对照组进行文化交流，不进行干预。独立样本t检验的结果显示，在正确使用cr方面，两组之间存在显著差异，实验组更有利(p = 0.023)。此外，访谈结果表明认知负荷、教师和语用知识影响着英语学习者的语用行为。讨论了影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Computer-Assisted Language Learning and Teaching EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.00

自引率

14.30%

发文量

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.