ENGL
4740
COMPUTER
APPLICATION
Assignment 2:
The
Effectiveness of Computer-Mediated Communication in Second Language Learning
Prepared
by:
IzzaharRamli 1113267
Muhammad
Luqman Bin MohdSaidi 1023421
Muhammad
NurAzuwan Bin Abu Bakar 1016019
7/4/2014
Language
is virtuously the replication of one’s emotional and attitudinal variation,
opinions, and irregular behavior. English is the language of international
communication. It is predicted that with the trend of globalization, many
countries will face more stiff competition from other foreign countries. Thus,
this expectation has laid pressure upon learning English language, as people
should be well equipped with the ability to communicate in English to remain
competitive.
Learning
foreign language is not an easy task, especially for adult learners. Most
people believe that children are better than adults in learning a foreign
language. According to Steinberg and Sciarini (2006), young second-language
learners happen to learn another language quickly just by exposure without
proper classroom teaching because of their psychological and social factors.
However, these factors are very fundamental for children barely in a natural
situation, a situation where the target language is being learned under the
same circumstances during acquiring the native language. Generally, the
capacity to learn in a classroom situation improves with age because adults are
more approachable by resources that are taught through explanation.
Consequently, learning second language in classroom situation is best reserved
for adult learners. Indeed, learning second language in a classroom situation
does not limited to the use of textbook, and pen and paper. The use of computer
has broadened the concept of learning second language in classroom.
Computers
have for some decades been used in language classrooms to help students
studying second language. An entire field has sprung up by the nickname of CMC,
the acronym for computer-mediated communication. CMC was first coined by Hiltz
and Turoff (1978), and is defined as “the process by which people create,
exchange, and perceive information using networked telecommunications systems
that facilitate encoding, transmitting, and decoding messages”. It has been
used in developing collaborative language learning activities. It constitutes
two major modes, namely synchronous and asynchronous. The application of these
modes is based on the belief that using the technology-enhanced language
learning approach can promote interaction and communication between second
language learners, which may assist their linguistic output.
Based
on the study piloted by BerhanuddinMohdSalleh, Ahmad Esa, AsriSelamat, Hussain
Othman, Abdullah Sulaiman and KhairulAzmanSuhaimy (2010), the result of the
study shown that the use of CMC tool has contributed significantly to the
performance of the use of English language among ESL learners. They use asynchronous mode of CMC and assert
that the user-friendly tool made it easier and appealing to communicate using
the target language both with friends, strangers, and even lecturers.
Furthermore, the study urges that with given opportunity and right tool, ESL
learners can be highly motivated to learn English. It has been proven that CMC
is an effective tool highlighting the importance of providing learners with
ample opportunities and the right kind of learning tool.
Research objectives:
The
objective of this study to prove the indication that the absence of feedback in
second language learning may lead to learning disappointment.
Statement of the problem:
Despite
the study reported on the effectiveness of computer-mediated communication as a
tool for learning the English language among adult learners, a thorough review
of related literature has shown that very little research has been done with
regard to the failure of online forum in learning second language.
General purpose:
The
aim of the current research to determine whether there exists inconsistency in
the success of online forum as tool for learning English as second language.
The
analysis is done to find answers for the two different hypotheses (presented as
null hypotheses):
1.
There
is no grammatical error in the online forum used by the learners.
2.
There
is no feedback in the online forum used by the learners.
Methodology
Participants
The
partakers in this forum comprised of learners of English as second language.
According to the Kachru’s circles model, most of the learners participated in
this online forum come from the expanding circle. It is the circle where people
in it need English for communication in business, politics, education, etc.,
primarily with speakers of other languages from outside of the country. The
countries are mostly European and East Asian countries.
Instruments
For
this research, the educational CMC or ICT tool used for analysis and data
collection was The Dave’s ESL Café’s Student Discussion Forum. The Dave’s ESL
Café is the name of a non-profit organization of Internet professional who gives
their time to provide teaching and learning English to the Internet community.
Everything in this café is offered free for public use, and they make no profit
from your participation. It is actually a free asynchronous online
computer-mediated learning environment that supports a collaborative learning
process totally conducted online via the Internet. It provides learners and
instructors with a conferencing platform whereby they can actively participate
in learning activities together virtually.
Procedure
This analysis is based
on a forum from The Dave’s ESL Cafe, “Where is you dream country?” dated 19
March 2007, AND “Do you like animal?” dated 26 June 2006. Grounded on the forum,
all the sentences are identified and analyzed, and the findings are presented.
The analysis is projected to answer two hypotheses concerning of error and
feedback. Each error is categorized based on its type and frequency. On the
other hand, feedback is sorted based on its presence and absence. The results
obtained from the analysis are studied in accordance with the hypotheses
mentioned above.
Findings
This study is about
analyzing the sentences found in one of the forums in The Dave’s ESL Cafe, entitled
“Where is your dream country?” (19th March 2007), and “Do you like
animal?” (26 June 2006). From the forum, all the sentences are identified and
analyzed in terms of two points: error and feedback. Error is differentiated
into the following: Typography, Subject-Verb Agreement, Tenses, and Frequency. Feedback
is categorized as following: Affective feedback, Cognitive feedback, and No
feedback. The results obtained from the analysis are used to determine the
validity of the hypotheses under study. Statistical data are provided as clear
evidences supporting or rejecting such hypotheses.
The first hypothesis
states that there is no grammatical error made by learners in the forum. The
features of the type of error include typography, subject-verb agreement and
word class. The results from the analysis pertaining to the hypothesis have
been tabulated as follows:
Table 1: Error (“Where is your dream country?”)
|
|
Wrong sentences
|
Correct sentences
|
|||
|
Typography
|
Subject-Verb
Agreement
|
Tenses
|
|||
|
Frequency
|
8
|
2
|
1
|
||
|
Total
|
11
|
46
|
|||
|
%
|
19.30
|
80.70
|
|||
Table 2: Error (“Do you like animal?”)
|
|
Wrong sentences
|
Correct sentences
|
|||
|
Typography
|
Subject-Verb
Agreement
|
Tenses
|
|||
|
Frequency
|
6
|
2
|
1
|
||
|
Total
|
9
|
61
|
|||
|
%
|
12.85
|
87.14
|
|||
Based on the results
above, almost quarter of the sentences found in the both forum have errors. The
percentage of the occurrence of wrong sentences in the forum 1 is 19.30%, and
forum 2 is 12.85%. This shows that grammatical errors occurrence is substantial
and as a result, the null hypothesis is rejected. The alternative, i.e. there
is a mild presence of grammatical errors in online forum is accepted.
The second hypothesis
states that there is no feedback in the online forum used. The features of
Feedback include Affective feedback, Cognitive feedback, and No feedback. The
results from the analysis pertaining to the hypothesis are given as follows:
Table3: Feedback (“Where is your dream country?”)
|
|
Feedback
|
Supposed feedback
|
|||
|
Affective feedback
|
Cognitive
feedback
|
No feedback
|
|||
|
Frequency
|
0
|
0
|
11
|
11
|
|
|
Total
|
11
|
11
|
|||
|
%
|
100
|
100
|
|||
Table 4: Feedback (“Do you like animal?”)
|
|
Feedback
|
Supposed feedback
|
|||
|
Affective feedback
|
Cognitive
feedback
|
No feedback
|
|||
|
Frequency
|
0
|
0
|
9
|
9
|
|
|
Total
|
9
|
9
|
|||
|
%
|
100
|
100
|
|||
Based on table 3 and 4, the percentage of no
feedback from bothforum is 100%. This is the same percentage as the supposed
feedback. Therefore, the absence of feedback cannot be denied. Hence, the
hypothesis that there is no feedback in the online forum used is accepted.
Conclusion
The key argument of
discussion in this analysis is feedback. Given that all the learners had equal
chance to participate in this forum and learn something meaningful pertaining
to the language use, the significant purpose of the forum has been trampled by the
absence of feedback from teachers or moderators. It has been proved that
students participate more in learning language through CMC tool than in class
and more participation is the sign of high motivation. In addition, learners
with high learning motivation learn more effectively than the opposite.
However, without significant feedback in learning language, the fossilization
of errors made by language learners is expected. Fossilization is an inevitable
normal stage and has meaningful influence on second language acquisition. It is
sensible and practical to draw our attention and research to fill the loopholes
that exist in the realm of CMC. Without appropriate and proper supervision of teachers
or moderators in online forum, such essential tool would go to waste. If not,
only in this way can the level of English teaching and learning be improved.
Reference:
BerhannudinMohdSalleh,
Ahmad Esa, AsriSelamat, Hussain Othman, Abdullah
Sulaiman&KhairulAzmanSuhaimy.(2010).
Computer-mediated communication as a tool for improving the English language
among adult learners in TVET programme.Journal
of Technical Education and Training, 2 (1), 31-43.
Brown,
D. (2006). Principles of learning and
teaching (5thed.). London:
Pearson
Longman
Hiltz,
S. R., and M. Turoff. 1978. The Network Nation: Human Communication
via
Computer. New York:
Addison-Wesley. [Revised Edition. Cambridge, MA: MIT Press, 1993.]
Iswriting. (2006, June 26). Do you like animal? Dave’s
ESL Café’s Student
Discussion Forum. Retrieved April 1st, 2014, from forums.eslcafe.com
Kachru,
B. (1983) ‘Models for non-native Englishes’. In L. E. Smith (ed.), Readings
in
English as an International Language. London: Pergamon, 69-86.
Steinberg, D. D., &Sciarini, N. V. (2006).An introduction to psycholinguistics.Great
Britain: Pearson Education
Limited
Tone.
(2007, March 19). Where is you dream country? Dave’s ESL Café’s Student
Discussion
Forums.Retrieved
April 1st, 2014, from forums.eslcafe.com
Forum 1: “Where is your dream
country?” (19th March 2007)
|
Author
|
Location
|
Message
|
Error
|
Feedback
|
|
|
Tone
|
Not
stated
|
Which
country do you want to go most?
|
NA
|
~
|
|
|
For
me, I love France.
|
|||||
|
I
saw many fantastic tourist places in France from TV and heard from many
people.
|
|||||
|
They
all seem very cool.
|
|||||
|
I
wish I will have a chance to go there someday.
|
|||||
|
And
what is your dream destination?
|
|||||
|
|
|||||
|
Immune
|
Warsaw,
Poland
|
Norway
and New Zealand
|
NA
|
~
|
|
|
Hoshi
|
Not
stated
|
United
Kingdom and all Europe
|
NA
|
~
|
|
|
Oriani
|
Venezuela
|
I
want to travel for the Cribean first because I really want to know my Latin
continent.
|
Typo
|
NF
|
|
|
Of
course I want to know Europe and so on, but my Latin continent is important!
|
|||||
|
|
|||||
|
Pao18
|
Not
stated
|
I
like go to France becouese it is beautiful place and this country have very
nice place.
|
SVA / T
|
NF
|
|
|
Typo
|
NF
|
||||
|
Tone
|
Not
stated
|
You
know finally I complete my dream.
|
NA
|
~
|
|
|
I
went to Europe with my family few weeks ago and visit so many places.
|
|||||
|
It
was really cool.
|
|||||
|
Once
in my life time.
|
|||||
|
|
|||||
|
beancurdturtle
|
Southern
California
|
I've
been to several wonderful countries already.
|
NA
|
~
|
|
|
Of
those, I haven't been yet - I'd like to visit Belize and Thailand first I
think.
|
SVA
|
NF
|
|||
|
My
next overseas trip will be to Europe (all over the place) for a month with my
son.
|
NA
|
~
|
|||
|
In
the summer of 2008.
|
|||||
|
I
may go to China for a week or so this year.
|
|||||
|
|
|||||
|
Leon
Young
|
Kunming,
China
|
Spain,
if someday I got enough money I will.
|
NA
|
~
|
|
|
She
is just a place in my dream and I don't know why.
|
|||||
|
The
US is the country I wanna visit too, to watch the NBA.
|
|||||
|
Haha,
I have reasons to visit America and Vietnam.
|
|||||
|
|
|||||
|
Li
Dongying
|
Not
stated
|
My
favorite country is Switzerland.
|
NA
|
~
|
|
|
I
think it is one of the most beautiful places in the world especially when it
is snowing.
|
|||||
|
I
hope I will go there one day and enjoy the clean air, clear water and
beautiful scene there.
|
|||||
|
|
|||||
|
yvi17
|
Germany
|
My
favourite country is France, too.
|
NA
|
~
|
|
|
I've
been there for several time.
|
|||||
|
My
longest trip was for 3 months with an exchange.
|
|||||
|
I
was also at a Frensh school.
|
Typo
|
NF
|
|||
|
I
stayed in the nord.
|
NA
|
~
|
|||
|
In
a little village near Lille.
|
|||||
|
The
weather there was terrible - it rained all the time!
|
|||||
|
But
I like the language and the people.
|
|||||
|
Unfortunately,
I haven't been at Paris, yet.
|
|||||
|
But
one day I'll got there, too.
|
|||||
|
|
|||||
|
Irial
|
Spain
|
For
me the best places are the countries that are near the Mediterranean Sea
because they all have a very good weather.
|
NA
|
~
|
|
|
I
like Spain (my country!), South France (I've been there), Italy (here too)
and Greece (not visited yet).
|
|||||
|
But
I also want to travel to Switzerland.
|
|||||
|
It's
gorgeous in winter with very beautifull landscapes!
|
Typo
|
NF
|
|||
|
I
want to go to USA but it isn’t my dream place.
|
NA
|
~
|
|||
|
I
want to go there for study.
|
|||||
|
|
|||||
|
Jamilya
|
Not
stated
|
For
me, I’d like to go to Europe or USA because I like the nature very much.
|
NA
|
~
|
|
|
When
I'm thinking of a country to do I want to be in great nature places.
|
|||||
|
It's
so wonderful!
|
|||||
|
I've
been to Germany once and want to go there again.
|
|||||
|
I
like it very much especcially the nature.
|
Typo
|
NF
|
|||
|
Also
I want to go to Peru.
|
NA
|
~
|
|||
|
I
don't know why but I like this country.
|
|||||
|
|
|||||
|
Jenniferdu521
|
Not
stated
|
Recently,
I knew Sth about Spain from a Spanish friend.
|
Typo
|
NF
|
|
|
I
was attached by the view of Barcelona, blue sea, blue sky and clean air.
|
NA
|
~
|
|||
|
I
hope I can go there oneday, of couse, anywhere with the clear air would
attach me deeply.
|
Typo
|
NF
|
|||
|
Which
coutry also have the clear do you think?
|
Typo
|
NF
|
|||
|
|
NA
|
~
|
|||
|
Tone
|
Not
stated
|
Barcelona
is my dream destination too.
|
NA
|
~
|
|
|
skkhan
|
Not
stated
|
Now
I like most to visit Canada.
|
NA
|
~
|
|
|
Cause
I heard something wonderful and I never visited there.
|
Forum 2: ‘Do you like animals?’
(26th June 2006)
|
Author
|
Location
|
Message
|
Error
|
Feedback
|
|
|
iswriting
|
Japan
|
Hi,
I am Japanese girl.
|
NA
|
~
|
|
|
I
like animal very much, especially, I like dog best.
|
|||||
|
Dog
is very cute.
|
|||||
|
They
all seem very cool.
|
|||||
|
I
wish I will have a chance to go there someday.
|
|||||
|
And
what is your dream destination?
|
|||||
|
|
|||||
|
masaki15
|
Japan
|
Hi,
I like animal very much too.
|
NA
|
~
|
|
|
I
like cat.
|
|||||
|
And
I have dog and cat.
|
|||||
|
Do
you have a pet?
|
|||||
|
Winkydragon
|
China
|
Yes,
animals are so cute!
|
NA
|
~
|
|
|
However,
I can't not keep them in my home!
|
SVA
|
NF
|
|||
|
They
may spread disease!
|
NA
|
~
|
|||
|
But
I really like them!
|
|||||
|
Cynthia111
|
China
|
I
like animals very much and I have a dog and two cats in my home!
|
NA
|
~
|
|
|
I
like them.
|
|||||
|
I
think the dogs are very loyal and cute.
|
|||||
|
I
like seeing through their eyes, I think their eyes can speak with me.
|
|||||
|
My
dog is very cute and timidity, but it is very clever.
|
|||||
|
One
of my cats is yellow, and the other is black.
|
|||||
|
I
think the animals are also full of feeling, but to tell you the truth, I
prefer dogs to cats.
|
|||||
|
I
miss my lovely dog mow, but it is not here around me.
|
Typo
|
NF
|
|||
|
Winkydragon
|
China
|
Once
upon a time, a dog of my classmat's had been dead!
|
Typo
|
NF
|
|
|
And
all the family of my classmate were crying!
|
NA
|
~
|
|||
|
Though
this thing happened so long ago, we still miss the dog very much.
|
|||||
|
yakko0415
|
Not
stated
|
Hi,
I like animals, too.
|
NA
|
~
|
|
|
But
I don't keep any animals now.
|
|||||
|
So
I want to keep a pet in years to come.
|
|||||
|
Especially,
I like squirrel.
|
|||||
|
It
is very cute.
|
|||||
|
You
may fall for it!
|
|||||
|
Winkydragon
|
China
|
If
an animal is cute enough, I really fall for it!
|
NA
|
~
|
|
|
I
will try to take more time to stay with it, play with it.
|
|||||
|
Imsp
|
Not
stated
|
I
like animals very much, it's very cute.
|
NA
|
~
|
|
|
I
hope keeping a dog, bu my mother awfull the dog, so I haven't a dog.
|
Typo
|
NF
|
|||
|
However,
I want to see a dog.
|
NA
|
~
|
|||
|
One
day, I seed a dog on the street.
|
Typo
|
NF
|
|||
|
Wow,
it's yellow and it's very timidity!
|
NA
|
~
|
|||
|
I
went to it'saroud.
|
Typo
|
NF
|
|||
|
But,
it'sruning the he's goodman foot.
|
Typo
|
NF
|
|||
|
When
I touch he's tail, he said loudly: 'wonewone!"
|
NA
|
~
|
|||
|
Look,
it will be naughty.
|
|||||
|
fii
|
Not
stated
|
I
like animal, too.
|
NA
|
~
|
|
|
I
saw video of Australia.
|
|||||
|
Camel
was so cute.
|
|||||
|
Of
course, I like dog.
|
|||||
|
I
have a dog in my hometown.
|
|||||
|
maggy
|
Italy
|
I
like animals so much!
|
|||
|
I
had an hamster, it was very nice and beautiful, it name was
"PoffyPoffy"
|
|||||
|
My
favourite animal is the dog, but I don't have a big house so my parents don't
take me it!
|
SVA
|
NF
|
|||
|
c59yukky
|
Not
stated
|
I
love pets too!
|
NA
|
~
|
|
|
I
had hamster when I was junior high school student.
|
|||||
|
My
uncle has 6 dogs!
|
|||||
|
I
always go my uncle's house, and I play them!
|
SVA
|
NF
|
|||
|
So
cute and pretty!
|
NA
|
~
|
|||
|
I
don't have pets now, but I love them.
|
|||||
|
Someday,
I wanna have dog!
|
|||||
|
Thank
you!
|
|||||
|
tsutebu01
|
Japan
|
I'm
Japanese girl.
|
NA
|
~
|
|
|
I
like animal vary much!
|
Typo
|
NF
|
|||
|
I
want to keep a dog in my house.
|
NA
|
~
|
|||
|
But
my mother doesn't like animal.
|
|
||||
|
So
I can't.
|
|
||||
|
I
will keep a dog in the future.
|
|
||||
|
max0370
|
Japan
|
Hi.
|
NA
|
~
|
|
|
I'm
Japanese girl, too.
|
|||||
|
I
can't have a pet now.
|
|||||
|
But
I want to have pretty dogs in the future!
|
|||||
|
ROBCAST
|
Not
stated
|
Actually
I like all the animals, less the cats.
|
~
|
||
|
Who
hates the cats?
|
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