Abstract:

This paper will report on findings from the author's on-going study of the use of computer-mediated communication (CMC) to support postgraduate second-language teacher education. Students enrolled in a distance education CALL course used web-based conferencing to support both required and optional computer-based assignments. Transcripts of their online communication were analyzed to determine what they discussed and whether social cohesion was enhanced through use of CMC. Findings from the study are reported according to organizing categories of social interaction and different tasks that can affect online communicative exchanges. More broadly, the article discusses curriculum design features and their implications for technology-enhanced instructional practice.

Author: E. Marcia Johnson