The Effects of Computer-mediated Communication on Japanese EFL Learners' English Proficiency

Abstract

This study investigated the connection between CMC and pragmatic instruction by measuring the effects of online chat and traditional face-to-face discussion on the acquisition of disagreement strategies in English. Japanese undergraduate EFL learners served as participants. A mixed methodology was used, and both quantitative and qualitative data from multiple sources were collected. The findings suggest that synchronous CMC is likely to be effective for pragmatic development in the Japanese EFL context.