reading prompt#8

There are several forms of CMC used in language learning. Synchronous like chatting) and asynchronous one-to-one mode like email, conferencing programs.
The two type are used in language learning and both have advantage and disadvantage, synchronous and asynchronous CMC bring with them certain characteristics that make them more suitable for certain situations.
Synchronous CMC places a higher cognitive load on the learner, and as such is better suited to higher-proficiency learners. Asynchronous CMC gives learners more time to process and produce input, and may be thought to be suitable for lower-proficiency audiences as well as higher. Synchronous CMC normally lends itself to greater output on the part of the learners, but this is often at the expense of accuracy.
A key consideration when using CMC for language learning concerns the language what learner use. The language of audio-and videoconferencing is very close to what learners may encounter in face-to-face interactions or through the telephone, so there is less concern regarding exposure to language that is ill formed or broken. In contrast, however, language produced in other communication modes such as chat and MOOs is, in many cases, very unlikely to be as good models of target language input.
Sauro’s study has examined the relative effectiveness of tow different types of computer-mediated corrective feedback on the immediate and sustained development of L2 target form knowledge. They found that both type was more effective than the other in either the immediate term or over time. Result suggest potential directions for further studies of computer-mediated corrective feedback to add to the growing body of feedback research that can help us understand what kinds of feedback work best for which learner and which forms, wither this feedback be oral or written, face-to-face or computer-mediated.