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An Outline of the Basic Concepts of Computer-Assisted Class Discussion (CACD) in EFL Classrooms
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, Madinah College of Technology, Saudi Arabia

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montréal, Quebec, Canada ISBN 978-1-880094-98-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Abstract: The increase in demand for English as a lingua franca and therefore English as a Foreign Language (EFL) in the global village has been accompanied by rapid educational changes in answer to economic needs. From this perspective, EFL classrooms do not yet present an effective environment for students to learn the language skills they will likely need in their working lives. However, in various parts of the world, networking technologies, often known as ‘Computer mediated Communications’ (CmC), have had an enormous impact on language learning. There are two modes of CmC: synchronous and asynchronous. While asynchronous CmC (ACmC) is the most widely used form in education, e.g. emails and discussion boards, not much is known about Synchronous CmC (SCmC) in EFL classes. To fill this void, this paper focuses on the nature of Computer Assisted Class Discussion (CACD) as one form of SCmC in education, and its potential to influence English language learning.

Citation

Alahmdi, B. (2012). An Outline of the Basic Concepts of Computer-Assisted Class Discussion (CACD) in EFL Classrooms. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 1389-1397). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved February 26, 2020 from .

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