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A Mixed-Methods Study of Computer-Mediated Communication Paired With Instruction on EFL Learners' Pragmatic Competence

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  • Ying Zhang

    (University of Utah, USA)

  • Ying Zhang

    (University of Southern California, USA)

Abstract

The use of computer-mediated communication (CMC) has been growing as an approach to facilitating second/foreign language (L2/FL) acquisition. Existing literature adopting CMC has investigated the efficacy of various devices (e.g., blogs, emails). However, few studies have explored the potential advantages of augmenting CMC-based learning with instruction. This study investigated the impact of CMC paired with instruction on EFL learners' pragmatic competence. Sixty-five Chinese EFL students were divided into two groups; the experimental group engaged in CMC with native English speakers and received instruction in compliment responses (CRs), while the control group had CMC without intervention. Result from an independent samples t-test indicated a significant difference between groups for properly using CRs, favoring the experimental group (p = .023). Furthermore, findings from interviews showed that cognitive load, teachers, and pragmatic knowledge affect EFL learners' pragmatic behaviors. Implications are discussed.

Suggested Citation

  • Ying Zhang & Ying Zhang, 2022. "A Mixed-Methods Study of Computer-Mediated Communication Paired With Instruction on EFL Learners' Pragmatic Competence," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), IGI Global, vol. 12(1), pages 1-14, January.
    • Handle: RePEc:igg:jcallt:v:12:y:2022:i:1:p:1-14
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    Cited by:

    1. Hung-Chang Liao & Sheng-hui Cindy Huang, 2022. "The Impact of Reading Anxiety of English Professional Materials on Intercultural Communication Competence: Taking Students Majoring in the Medical Profession," Sustainability, MDPI, vol. 14(24), pages 1-17, December.

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