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The effects of CMC discussions on reading comprehension: Oral discussions vs. CMC discussions

  • Modern English Education
  • Abbr : MEESO
  • 2009, 10(1), pp.251-283
  • Publisher : The Modern English Education Society
  • Research Area : Humanities > English Language and Literature > English Language Teaching

JeongDongBin 1 Kim, Hye-Kyung 2

1중앙대학교
2한경대학교

Accredited

ABSTRACT

The purpose of this study was to examine whether the pre- and post- reading discussions that employ synchronous and asynchronous computer mediated communication (CMC) tools would positively affect the reading comprehension of college students. The treatment effects and the effects of reading proficiency on the learners' reading achievement were measured over a semester. Sixty two freshmen in two intact classes were surveyed in order to identify their previous learning experience and computer proficiencies. They were administered to take a pretest to evaluate their reading proficiencies. Their progress was assessed on the basis of midterm and final exams. Finally, a post-questionnaire was administered to measure their perceptions and attitudes toward their learning experience in two different CMC discussions. The results of the study indicated that there was a statistically significant difference between the control group and the experimental group with respect to their midterm and final exam scores. No statistically significant difference was found between the highly proficient students in the two groups. However, in the final exam, the students of low proficiency in the experimental group performed significantly better than those in the control group. Findings of the study were discussed along with previous studies and their implications.

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