The topic is worth to delve into because technology has become more accessible and efficient. It is continually developing and adapting to changes. Applications have been implemented on different generations of computers since 1960’s. Language teachers have generally found it desirable to present new ideas through meaningful content; in fact contextualizing lesson presentations have become a widely accepted rule of good language teaching. (Brinton et al. 1989). Theoretical framework founding the research is the Cognitive Approach as proposed by Flower & Hayes (1981, 1984) stated that learners should consider their potential audience, learners need to retrieve relevant information from various sources when writing, graphic organizers will help learners write about a topic etc. All of these elements can be found in one hub, a computer and internet connection. The independent variable on all the research will be any form Computer-Mediated-Communication (CMC) for example, WebQuest Writing Instruction, Network-Based Language Teaching and Computer Assisted Language Learning (CALL). The independent variables would be, the writing curriculum, EFL writing, learner’s perception to facilitate communication and EFL learners’ writing performance, writing apprehension and perception.
The article written by Tun-Whei Isabel Chuo investigates on the effects of the WebQuest Writing Instruction (WQWI) program on Taiwanese EFL learners’ writing performance, writing apprehension, and perception of web-resource integrated language learning. The participants were selected randomly and grouped into two. One as the control group which received traditional classroom instruction whilst the experimental group received the WQWI lessons. Results of the study were students in WQWI class improved their writing performance and there is significant reduction in writing apprehension. No significant relationship between students’ perception and their reduced writing apprehension can be seen. Liu (2007), the Web proved to be an effective tool for language learning only because it was integrated in pedagogically sound instruction based on the WebQuest model.
Another research similar to WQWI, a case study of network-based language teaching in EFL writing is also in agreement to CMC being beneficial in writing. The purpose of the study was the used network-based language teaching (NBLT) to measure the effectiveness of CMC. The study was done between two groups (control and experimental) of students in China The result of the study indicates that students in the experimental group wrote with a higher level of syntactic and lexical complexity in the post-test than in the pre-test indicating more sophisticated use of language when the student writer are given more freedom and control of the learning activities.
Through Computer Mediated Communication, a wide range of communication channels are possible. Cunningham (2000). A study to assess students’ attitudes toward the word processing experience in the EFL writing class was carried out on 37 Japanese female undergraduate students enrolled in EFL writing class. Majority of the students believed that the computer helped them to improve their writing skills. Students claim the positive use of word processing in their writing and benefited their performance. The use of word processing helps them to concentrate on certain aspects of writing such as grammar, word choice and organization. The research on using computer-mediated-communication to overcome the anxiety in ESL writing reviews strategies such as the combination of top-down and bottom-up strategy and computer-mediated-communication, and the application of these strategies to the teaching of ESL writing. Anxiety has become the central obstacle for ESL learners during English writing process as stated in the research. A common phenomenon in a writing class of an ordinary Chinese university is that students struggle between their thoughts in their native language and the corresponding English expression for these ideas (Liu, 2006). A set of questionnaire was distributed and the result was that they didn’t get much from the writing class. They would therefore regard the subject as a failure. They ascribe it to the following factors: the insufficient writing practice (79%), the monotonous teaching method (68%), the out-of-date textbook (65%), and the lack of computer-assisted instructions (59%). (Liu, 2006).
All of the above research are parallel in the view of CMC being beneficial for language learning focusing on the writing aspect. However, in the research done by Lin, Huifen, Fang, Yueh-chiu on EFL learners’ perception of CMC to facilitate communication in a foreign language suggests a different view. The findings of the research propose that participants generally do not benefit from CMC. Participants regarded the nature of CMC as artificial, or pseudo communication that did not aid their authentic communicational skills in English. In a current study, we found out that little instructor authority indeed impeded student learning in the online environment. Students may choose not to reply, or can delay reply until later because the instructor is not checking all the time. (, Huifen, Fang, Yueh-chiu, 2010). This, shows the instructor plays a vital role to ensure the effectiveness of CMC.
The general conclusion that can be drawn from the articles that have been reviewed, CMC are able to aid writing abilities. Students wrote with higher level of syntactic and lexical complexity with the help of computers. The computer will remain a key component of almost everything people do. It affects language learners and reshapes their needs. (Tun, 2007). Educators should keep themselves fully informed of how modern computer technology can benefit language teaching. There are several implications of the research findings in the teaching and learning of ESL in the general and Malaysian contexts. CMC proves to be beneficial in assisting language learning. As mention above, CMC helps students to write better. Therefore, educators should take into account of trying to teach writing using technology and not resorting to comfort zone with traditional method of teaching writing. The internet attests to be one resourceful hub and educators should take full advantage of it. As for the contradicting view on CMC, the limitation is on instructor roles. As proposed by the author, instructors need to understand student expectations and motivations in the online environment.
The link to research articles that I've used is as below:
EFL Learners’ Perceptions of Computer-Mediated Communication (CMC) to Facilitate Communication in a Foreign Language
The Effects of the WebQuest Writing Instruction Program on EFL Learners’ Writing Performance,Writing Apprehension and Perception.
A Case Study of Network-Based Language Teaching in EFL Writing.
Integrating CALL into the Writing Curriculum.
Using Computer-Mediated-Communication to Overcome the Anxiety in ESL Writing http://www.linguist.org.cn/doc/uc200611/uc20061121.pdf
