A Suggestion for Enhancing Richness of CMC in the Foreign Language Classroom

A Suggestion for Enhancing Richness of CMC in the Foreign Language Classroom

As Computer-Mediated Communication (CMC) is recognized as one of the most dynamic and enriching means of foreign language (FL) learning and teaching that exist today, an increasing number of FL teachers have embraced CMC. Yet, many have done so without access to well-designed instructional models or guidelines that incorporate sound pedagogy, theory, and in integrated curriculum Therefore, this article aims to suggest general guidelines and concrete examples for effective use of CMC in the FL classroom This article begins by clarifying what is meant by the term of CMC. Then we discuss three most productive areas of CMC use in the FL classroom: synchronous Non-Native Speakers (NNS)-NNS interaction, asynchronous NNS-NNS interaction, and cross-cultural e-mail projects that involve Native Speakers (NS) of the target language. In what follows, several mode! activities of each use of CMC are provided with a critical evaluation of each activity in terms of whether it can be applied to Korean FL teaching contexts, and what the potential advantages and disadvantages would be when introduced to the FL classroom in Korea. Finally, we present step-by-step guidelines for effective implementation of CMC in FL classrooms focusing on what teachers can do from the beginning to the end.