CMC in ELT: Hypotheses and Practices1

Dian Toar Y. G. Sumakul


The internet has changed the way people communicate. Specifically after the launch of Web 2. 0 technology, which brought on the introduction of various Online communities (SNSs), the speed of on the net interactions has grown. Now, people write even more in the internet. This kind of online articles are known as CMC, or Computer-Mediated Communication. Harnad (1991) labels CMC because th

the 4 innovation in human being communication, after language, producing, and printing. Furthermore, adding both used and created communication features, Beauvois (1998) labels it as ‘conversation in sluggish motion', when Crystal (2001) calls that ‘netspeak'. Correspondingly, it is also viewed as the cross types (Kost, 2008) and bridge (Handley, 2010) of the two traditional settings of conversation: speaking and writing. This nature of CMC can now be the beginning point of the thought to bring CMC at the downroad of ELT (English Language Teaching), particularly of EFL (English as a Foreign Language) Teaching. This paper is intended to provide theoretical framework that support the usage of CMC in ELT. For this purpose, theories about CMC will probably be reviewed and findings by relevant study about the huge benefits of CMC in language learning will also be discussed. The second aim of this paper is to present practical recommendations of how CMC could be bundled in ELT. Within this range, examples of the utilization of CMC in ELT, by using a number of on the web tools, can also be elaborated.


Despite the fact that there are studies taking a look at how to use CMC (Computer Mediated Communication systems into sessions, one criticism to the notion of bringing these technologies in the classrooms is a nature with the CMC use itself. Though it is true the internet has been part of each of our students life, some studies suggest that the application of CMC tools for educational purposes continues to be minimum (Bosch, 2009; Selwyn, 2009; and Hew, 2011). Students make use of these net tools mostly for social needs. However , a more new study (Vrocharidou & Efthymiou, 2012) demonstrates that, although continue to little, you will find evidence that students previously use CMC technologies, including emails, SNSs (Social Networking Sites), and IMs (Instant Messagings) or perhaps online talks, for academics needs. Demirci (2007) also found that college students show confident perception on web-based exams. It is then the job with the language teachers to discover innovative and effective ways 1

A paper provided in FBS-LTC 2012 Intercontinental Seminar " Research in Teacher Education: What, How, and Why”, 21-22 November 2012, Satya Wacana Christian University.

to cope with the nature of all their students to market and facilitate learning (Godwin-Jones, 2010). One other positive locating is also through Landu Betweenmaid (2012) talking about that EFL students has additionally used CMC on Facebook or myspace, for exercising their English. It is a prevalent phenomenon that foreign language scholars are exercising using the goal language by simply communicating with their very own teachers, peers, and local speakers at a distance. The ability from the language learners to collaborate, produce, and share articles or tips with other users might prove useful for language learning (Lomicka & Lord, 2009), which might likewise play significant role inside their second language acquisition (SLA). With all the fact that there are studies suggesting the concepts of taking on CMC solutions in educational uses and our pupils are already familiar with these systems, this conventional paper is aimed at two points. Initially, this paper will go over the root theories that supports the incorporation of CMC systems in vocabulary teaching and learning. Second, practical types of how these technologies have and could end up being utilised in English like a Foreign Language (EFL) classrooms can also be elaborated.


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