Conferencing

Technology has supplied various forms of computer-mediated communication to help educators and learners in their second language learning process. Conferencing is one of the technologies I found useful for improving the listening oral skills since it is very similar to face-to-face communication, and provides an immediate feedback - as other synchronous forms. MOO is incredibly interesting for both teacher and learners who are involved in a virtual environment and exposed to a target language and culture. Apparently, most learners use the e-mails (asynchronous), where responses may delay, for submitting assignments, interacting and exchange information in their second language learning as my students used to. A common example of using this technology is “Tandem e-mail learning” where there is a balance between the roles of participants, between what they receive and what they contribute. CMC Technologies, in its effectiveness role, have a great promising future if they are pedagogically selected to achieve the planned objectives of second language learning. In general, synchronous forms of CMC develop the oral proficiency of learners and reduce the physical distance within diverse learning environments. In asynchronous tools, learners improve their linguistic quality lexically and syntactically. The individuals’ variations and the strengths and limitations of CMC material considerations should be the basis on which we choose an efficient teaching aid.