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The Effect of
Synchronous and
Asynchronous CMC on
Oral Performance in
German
(Zsuzsanna Ittzes Abrams,2003)
Alex/N97C0027
Introduction
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CMC has increasingly received
recognition for its ability to improve
foreign language performance,
presumably by creating a more positive
collaborative learning environment.
Research Questions
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1.Does CMC result in better oral performance
than traditional classroom tasks?
H1:CMC will have a positive effect on oral
performance.
2.If so, is there a difference between the
effects of asynchronous or synchronous CMC
on oral performance?
H0:There will be no difference in the oral
performance of students in the SCMC and the
ACMC groups.
Review of Literature
CMC in Second Language Learning
 Face-to-Face Communication(oral
communication)
 CMC and Transferability to Oral
Communication(SCMC,ACMC)
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Research Method
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Quasi-experimental
study.
96 university
students.
1 semester.
A control group, a
SCMC group, an
ACMC group.
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Depend variables
The number of idea
units and words, the
lexical richness and
diversity, and the
syntactic complexity
of learner language.
One-Way ANOVA
The conclusion
1.Students in SCMC group
proudced quantity of language than
the other two groups.
2.ACMC students did not
outperform the control group.
3.There are no signifinant
differences among the 3 groups
either lexically or syntactically.
Implications

CMC should continue to be seen as a
tool for interaction in its own right and
that training communication via this
medium can help learners prepare for
Internet-mediated or other computermediated authentic interactions.