Computer-Mediated Communication (CMC) in the Second Language Classroom

Digital Tool in the Second Language Classroom
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Computer-Mediated Communication (CMC) in the Second Language Classroom
Reading Skills Gained thought CMC
The emerging technological platforms are transforming the communication process. They have influence language learning and the transfer of information amongst different audiences.
Computer-mediated communication (CMC) cues are some of the concepts at the center of digital communication. CMC cues, including emoticons and typographic markers, are linked to digital communication (Vandergriff, 2013). Text-based chat platforms such as Facebook, WhatsApp, Twitter, and skype are some of the products of CMC. These channels allow seamless communication between and amongst people of different ages, sexes, regions, origins, and affiliations. Such interactions undertaken through various CMC products may be business, romance, and fun-based communication—the social purpose of communication and linguistic features across these CMC platforms great vary.
CMC is increasingly becoming a powerful tool in altering how people carry their daily lives, work, and learn. It allowed people globally. However, CMC is asynchronous and synchronous, such as writing emails and holding conversations in chat rooms, respectively (Mahdi, 2014). Computer-based technologies have led to new opportunities for language learning that are not found in a traditional classroom. CMC is already enhancing language learning in terms of listening, reading, writing, and speaking, where learners use it to communicate in the target language beyond their classes. Enhanced reading skills is one of the powerful impacts of growing Computer-mediated communication (CMC). CMC offers different interactive approach to gain reading skills that differ from face-face learning or classroom language reading and comprehension.
Murphy (2010) assessed whether the adoption of computer mediated feedback have improved effect on the quality interaction and reading comprehension from a web-based reading text. Furthermore, Murphy (2010) tested whether CMC presented a suitable approach to generating quality interaction amongst peers in remote or online platforms medicated by CMC. The findings from Murphy (2010) qualitative study suggested that CMC generates quality interaction amongst learners that support reading. Thus, CMC Platforms such as Facebook, WhatsApp, and other social media platforms, plus their chat boxes, offer alternative and authentic opportunities to learn a second language beyond with is taught in traditional classrooms such as in terms of reading. These platforms and tools should maximize opportunities and efforts in the learning process involving speaking, reading, writing, and listening. The proficiency in these areas affirms the desired outcomes of using CMC platforms and tools to learn a new or second language. As physical traditional class shrink and the need for education continues to grow, online technologies such as CMC platforms offer immense opportunities’ that increase accessibility, reduce budgetary allocations and increase language skills (Goertler,2019).
Speaking Skills using Computer-mediated Communication (CMC)
People can tremendousl...