Task-Based Language Learning and Teaching using Synchronous and Asynchronous CMC

Abstract

Task-Based Language Teaching using Computer-Mediated Communication is popular in improving learners’ communicative ability. There are many advantages of this approach including enhancing students’ autonomy, self-learning etc. (Lee & Ahn, 2016). However, there are limited studies in this field (Kitade, 2006; Stockwell, 2010), so more research needs to be conducted. This study investigated lexical diversity and syntactic complexity in TBLT using synchronous and asynchronous CMC. In the study, 18 advanced learners of English worked on decision-making tasks in small groups, using both modes of communication. Lexical diversity and syntactic complexity (the mean length of sentence, clause, and T-unit) were analyzed quantitatively. A T-test was used, and the findings indicated no significant difference regarding lexical diversity between the two modes. Conversely, statistically increases in syntactic complexity were found when considering all three variables in relation to the asynchronous CMC. These results suggest that different modes of CMC have the potential to develop different aspects of second language learning.