The Influence of Combining Computer-Assisted Language Learning With Instruction on Chinese College Students’ L2 Pragmatic Ability
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Ying Zhang
Ying ZHANG received her master’s degree in Teaching English to Speakers of Other Languages (TESOL) at the University of Southern California, in the United States. Her research efforts have been focused on computer-assisted language learning, second language acquisition, and second language pedagogy.
Abstract
In the area of computer-assisted language learning (CALL), although a number of studies have adopted various CALL-based devices (e. g., blogs, gaming, and synthetic environments) to foster second language (L2) acquisition, the vital component of instruction has received little attention. The present study explored the usefulness of CALL-based communication in conjunction with instruction on EFL learners’ L2 pragmatic development. Sixty-two EFL students from a university in China were recruited for the current research. The experimental group communicated with a native English speaker through synchronous messaging via Skype and had two instructional sessions pertinent to compliment responses, while the control group interacted with a native English speaker via Skype without having the teaching intervention. Findings from an independent samples t-test demonstrated that the experimental group produced significantly more proper compliment responses in the immediate posttest than the control group (p < . 001). Moreover, a significant difference (p < . 001) was found for the experimental group between the pre-intervention and delayed post-intervention mean scores, suggesting that CALL coupled with teaching intervention had a long-term impact on learners’ L2 pragmatic development. These findings enrich our understanding of the beneficial and lasting influence of combining CALL with instruction on EFL students’ pragmatic development. In addition, pedagogical implications for deploying CALL paired with L2 pragmatics instruction are provided.
About the author
Ying ZHANG received her master’s degree in Teaching English to Speakers of Other Languages (TESOL) at the University of Southern California, in the United States. Her research efforts have been focused on computer-assisted language learning, second language acquisition, and second language pedagogy.
Acknowledgments
I would like to express my deep and sincere gratitude to the reviewers for their valuable suggestions and feedback.
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Appendix
Handout: How to Respond to Compliments in English
Acceptance
1 Showing gratitude
“Thanks!”
2 Expressing agreement
“Me, too.”
3 Expressing gladness
“I’m glad that you enjoyed watching my movie.”
4 Returning a compliment
“You are a congenial person, too.”
5 Giving encouragement
“Your essay will be wonderful, too.”
6 Providing an explanation
“I bought this sweater three years ago.”
Evasion
7 Offering
“Do you want one?”
8 Joking
“I am a rock star. Don’t you think so?”
9 Showing doubt
“Me?”
10 Evading followed by an explanation
“This is not a new hat. I purchased it at Goodwill.”
Refusal
11 Expressing disagreement
“I may disagree.”
12 Denigrating
“Not really. The kayak has a lot of issues.”
13 Rejecting followed by an explanation
“I don’t know about that. I am not into the material.”
© 2022 BFSU, FLTRP, Walter de Gruyter, Cultural and Education Section British Embassy
Articles in the same Issue
- Frontmatter
- The Processing of Chinese as a Second Language Guest Editor: Huili WANG
- The Influence of Chinese Proficiency and Cultural Background on CFL Learners’ Comprehension of Chinese Logogriphs
- Motor Compatibility Effect on the Comprehension of Complex Manual Action Sentences in L2: An ERP Study
- Orthographic, Semantic, and Contextual Influences on Initial Processing and Learning of Novel Words During Reading: Evidence From Eye Movements
- New Research Trends in TESOL Guest Editors: Rining (Tony) WEI & Xuesong (Andy) GAO
- New Research Trends in TESOL: An introduction
- Discourses of Chinese ELT Stakeholders on Native Speakerism
- The Influence of Combining Computer-Assisted Language Learning With Instruction on Chinese College Students’ L2 Pragmatic Ability
- Chinese University Students’ Attitudes Toward Chinese-English Classroom Code-Switching
- Second Language Acquisition
- How Selection of a Target Feature Impacts Corrective Feedback: Finding Answers Through Meta-Analysis of Chinese EFL Learners
- Cross-Cultural Communications
- Transformative Learning: Intercultural Adaptation of Chinese Teachers at the Confucius Institute in Spain
- Abstracts
- Chinese Abstracts
Articles in the same Issue
- Frontmatter
- The Processing of Chinese as a Second Language Guest Editor: Huili WANG
- The Influence of Chinese Proficiency and Cultural Background on CFL Learners’ Comprehension of Chinese Logogriphs
- Motor Compatibility Effect on the Comprehension of Complex Manual Action Sentences in L2: An ERP Study
- Orthographic, Semantic, and Contextual Influences on Initial Processing and Learning of Novel Words During Reading: Evidence From Eye Movements
- New Research Trends in TESOL Guest Editors: Rining (Tony) WEI & Xuesong (Andy) GAO
- New Research Trends in TESOL: An introduction
- Discourses of Chinese ELT Stakeholders on Native Speakerism
- The Influence of Combining Computer-Assisted Language Learning With Instruction on Chinese College Students’ L2 Pragmatic Ability
- Chinese University Students’ Attitudes Toward Chinese-English Classroom Code-Switching
- Second Language Acquisition
- How Selection of a Target Feature Impacts Corrective Feedback: Finding Answers Through Meta-Analysis of Chinese EFL Learners
- Cross-Cultural Communications
- Transformative Learning: Intercultural Adaptation of Chinese Teachers at the Confucius Institute in Spain
- Abstracts
- Chinese Abstracts
