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Using learners from fourth-semester Japanese classes, the following research questions were examined: a Does CMC have positive effects on the development of oral proficiency among learners of Japanese? The participants were divided into three groups: two CMC groups synchronous and asynchronous and one face-to-face group. They engaged in weekly discussions over the course of a semester, and the gain scores in terms of language output, linguistic complexity, accuracy, and cohesive devices between the pre-test and the post-test were compared. In addition, the relationship between language use in both types of CMC and the gain scores on the oral tests was examined, using Pearson correlation coefficients. The present study did not find any ificant differences among gains in the linguistic indices. However, it found free chat room in sydney CMC language use was correlated positively with the gain scores in several indices, and a relationship between CMC language use and the development of oral proficiency was observed.

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Japanese chat room for learning

Using learners from fourth-semester Japanese classes, the following research questions were examined: a Does CMC have positive effects on the development of oral proficiency among learners of Japanese? The participants were divided into three groups: two CMC groups synchronous and asynchronous and one face-to-face group. They engaged in weekly discussions over the course of a semester, and the gain scores in terms of language output, linguistic complexity, accuracy, and cohesive devices between the pre-test and the post-test were compared.

In addition, the relationship between language use in both types of CMC and the gain scores on the oral free tg chat was examined, using Pearson correlation coefficients.

Japanese chat room for learning

The present study did not find any ificant differences among gains in the linguistic indices. However, it found that CMC language use was correlated positively with the gain scores in several indices, and a relationship between CMC language use and the development of oral proficiency was observed.

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References Abrams, Z. Computer-mediated communication and group journals: Expanding the repertoire of participant roles. System, 29, Abrams, Z. The effect of synchronous and asynchronous CMC on oral performance in German. The Modern Language Journal, 87, American Council on the Teaching of Foreign Languages.

Japanese chat room for learning

ACTFL proficiency guidelines. Yonkers, NY: Author. Arnold, M. Learnong psychological power of cyberculture? CMC and FL anxiety. Beauvois, M. Computer assisted classroom discussion in the foreign language classroom: Conversation in slow motion.

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Foreign Language Annals, 25, E-talk: Empowering students through electronic discussion in the foreign language classroom. E-talk: Attitudes and motivation in computer-assisted classroom discussion. Computers and the Humanities, 28, cyat Write to speak: The effects of electronic communication on the oral achievement of fourth semester French students. Muyskens Ed. Conversations in slow motion: Computer-mediated communication in the foreign language classroom.

Blake, R. Computer-mediated communication: A window on L2 Spanish interlanguage.

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Bimodal CMC: The glue of language learning at a distance. A comparison of student participation levels by group chaf and language stages during chatroom and face-to-face discussions in German.

Foreign Language Annals, 33, Buck, K. Chun, D.

Synchronous versus asynchronous cmc and transfer to japanese oral performance

Using computer networking to facilitate the acquisition of interactive competence. System, 22, Darhower, M.

Interactional features of synchronous computer-mediated communication in the intermediate L2 class: A sociocultural case study. The study of second language acquisition. Oxford: Oxford University Press.

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Foster, P. The influence of planning and task type on second language performance.

Japanese chat room for learning

Studies in Second Language Acquisition, 18, Measuring spoken language: A unit for all reasons. Applied Linguistics, 21, Gass, S.

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Second language acquisition: An introductory course 2nd ed. Input, interaction, and second language production.

Japanese chat room for learning

Studies gor Second Language Acquisition, 16, Hatasa, A. Nakama 2: Japanese communication, culture, context. New York: Houghton Mifflin Company. Jepson, K. Conversations-and negotiated interaction-in text and voice chat room.

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The use of synchronous computer networks in second language instruction: A preliminary report. Kern, R.

Japanese chat room for learning

Restructuring classroom interaction with networked computes: Effects on quantity and characteristics of language production. The Modern Language Journal, 79, Kitade, K. Computer Assisted Language Learning, 13, The negotiation model in lrarning computer-mediated communication CMC : Negotiation in task-based exchanges.

Japanese chat room for learning

An investigation of the effects of synchronous computer-mediated communication CMC on interlanguage development in beginning learners of German: Accuracy, proficiency, and communication strategies. Unpublished doctoral dissertation, University of Arizona.