The effect of computer-mediated communication on EFL learners communication skills

Other Title(s)

أثر التواصل من خلال الحاسوب في مهارات الاتصال لدى طلبة اللغة الإنجليزية

Dissertant

al-Akhras, Diyala Husayn

Thesis advisor

Abu Seilik, Ali Farhan

Comitee Members

al-Qudah, Khalid Yusuf
Abu al-Shar, Awatif Mazal
al-Qatawinah, Khalil Shihadah

University

Al albayt University

Faculty

Faculty of Educational Sciences

Department

Department of Curricula and Instruction

University Country

Jordan

Degree

Master

Degree Date

2011

English Abstract

The purpose of this study was to investigate the effect of computer-mediated communication (CMC) on the 9th grade students' acmevement in English language communication skills (speaking and writing) at Dahr Assarow School and to find the effect of blinding participants' identities while interacting around computers.

It attempts to answer the following questions : 1.

Are there any differences between the scores of the experimental and the control groups due to CMC on students' communication skills? 2.

Are there any differences between the scores of the experimental and the control groups due to blinding the participants' identities while interacting around computers? 3.

Are there any differences between the scores of the experimental and the control groups due to the communication skill students acquire more in CMC? The population of the study consisted of all 9th grade female students in Jerash schools during the scholastic year 2011 / 2012.

However, the sample of the study consisted of 60 9th grade students at Dahr Assarow School.

They were divided into the experimental group which was divided into four conditions (blinded text chat, disclosed text chat, blinded voice chat, and disclosed voice chat), and the control group which was divided into two groups (speaking and writing).

The instrument of the study was prepost achievement test which aimed at measuring students' achievement in communication skills (speaking vs.

writing).

The independent variables were the method of teaching communication skills (CMC vs.

traditional method) and blinding participants' identities while interacting around computers (disclosed vs.

blinded).

The dependent variable was the students' achievement in communication skills (speaking vs.

writing).

Relevant statistical analyses related to means, standard deviations, MANOVA test, and Schefe test were used.

By applying and quantitative research methods, The findings of the study revealed significant differences in the mean scores between the control (face-to-face) and the experimental CMC groups.

Students' performance in the experimental groups was better than that of the control groups.

Furthermore, the findings revealed that the experimental groups had significant differences in the mean scores between blinded and disclosed status, in favor of the blinded status.

The findings also revealed that there were no significant differences according to communication skill (speaking and writing).

Thus, CMC was helpful in developing both communication skills (speaking and writing).

Finally, a number of related recommendations were presented to students, teachers, researchers, and the Ministry of Education.

Main Subjects

Educational Sciences

Topics

• Education
• Learning
• Second language learning
• Jordan
• Jarash
• English language

No. of Pages

61

Table of Contents

• APA
• MLA
• AMA

Language

English

Data Type

Arab Theses

Record ID

BIM-321981