The Effect of The Effect of Synchronous and Synchronous and AsynchronousAsynchronous CMC on CMC on Oral Performance in Oral Performance in GermanGerman(Zsuzsanna Ittzes Abrams,2003)(Zsuzsanna Ittzes Abrams,2003) Alex/N97C0027Alex/N97C0027

IntroductionIntroduction

CMC has increasingly received CMC has increasingly received recognition for its ability to improve recognition for its ability to improve foreign language performance, foreign language performance, presumably by creating a more positive presumably by creating a more positive collaborative learning environment.collaborative learning environment.

Research QuestionsResearch Questions

1.Does CMC result in better oral performance 1.Does CMC result in better oral performance than traditional classroom tasks?than traditional classroom tasks?

HH11:CMC will have a positive effect on oral :CMC will have a positive effect on oral performance.performance.

2.If so, is there a difference between the 2.If so, is there a difference between the effects of asynchronous or synchronous CMC effects of asynchronous or synchronous CMC on oral performance?on oral performance?

HH00:There will be no difference in the oral :There will be no difference in the oral performance of students in the SCMC and the performance of students in the SCMC and the ACMC groups.ACMC groups.

Review of LiteratureReview of Literature

CMC in Second Language LearningCMC in Second Language Learning Face-to-Face Communication(oral Face-to-Face Communication(oral

communication)communication) CMC and Transferability to OralCMC and Transferability to Oral

Communication(SCMC,ACMC)Communication(SCMC,ACMC)

Research MethodResearch Method

Quasi-experimental Quasi-experimental study.study.

96 university 96 university students.students.

1 semester.1 semester. A control group, a A control group, a

SCMC group, an SCMC group, an ACMC group.ACMC group.

Depend variablesDepend variables The number of idea The number of idea

units and words, the units and words, the lexical richness and lexical richness and diversity, and the diversity, and the syntactic complexity syntactic complexity of learner language.of learner language.

One-Way ANOVAOne-Way ANOVA

The conclusionThe conclusion

1.Students in SCMC group 1.Students in SCMC group proudced quantity of language than proudced quantity of language than the other two groups.the other two groups.2.ACMC students did not 2.ACMC students did not outperform the control group.outperform the control group.3.There are no signifinant 3.There are no signifinant differences among the 3 groups differences among the 3 groups either lexically or syntactically.either lexically or syntactically.

ImplicationsImplications

CMC should continue to be seen as a CMC should continue to be seen as a tool for interaction in its own right and tool for interaction in its own right and that training communication via this that training communication via this medium can help learners prepare for medium can help learners prepare for Internet-mediated or other computer-Internet-mediated or other computer-mediated authentic interactions.mediated authentic interactions.