Effects of Different Types of Synchronous CMC on EFL Learners’ Writing Ability Improvement and Perceptions of English Learning = Effects of Different Types of Synchronous CMC on EFL Learners’ Writing Ability Improvement and Perceptions of English Learning

다국어 초록 (Multilingual Abstract)

This study investigates the effects of different CMC types on EFL learners’ writing ability improvement. Participants were 84 Korean college students involved in a general English program which was designed to assist their English language development. They were divided into three groups - text chat, voice chat, and control - and participated in the different types of chat during eight weeks of the experiment. Before and after the actual experiment, pre- and post-writing tests as well as pre- and post-surveys were performed. In order to determine the effects of CMC activities, paired samples t-tests and ANCOVAs were carried out. This study found the positive changes in writing ability improvement as a result of attending CMC activities. In particular, text chat appeared to be more helpful for the participants’ writing ability improvement than voice chat. The participants also showed more positive perceptions of English learning after taking part in CMC interaction. Similarly, text chat group showed more positive reactions than voice chat group. This study can give teachers in EFL contexts insight into incorporating different types of CMC activities into their language classroom in order to develop students’ writing skills and positive attitudes toward English.