A01 cohe4573 01 se fm. Qxd

2 5 1
F I G U R E 1 3 . 2
descriptions in the right column by physically moving them. This particular
exercise consists of four items with increasing difficulty, with more strat-
egies added as the exercise progresses. Technology makes this exercise
highly kinesthetic and interactive, allowing immediate feedback – when
learners click on the “check” button, inaccurate matches move back to their
original places and learners are shown their score. As in the multiple-choice
item introduced above, learners are able to get help with the vocabulary if
desired. The last item in this exercise has a link to a summary of possible
strategies, with multiple examples for each category. Web-based exercises
like these (1–6 above) can be developed by the software program Hot
Potatoes, which is downloadable free of charge from http://hotpot.uvic.ca/
index.htm.
“Form Mail” exercises
“Form Mail” is another type of program that sends learner responses to 
e-mail addresses that have been pre-programmed, such as those of the
instructor or of the curriculum writer. This program allows for the genera-
tion and assessment of a textual response as shown above. Learners can be
asked to analyze a sample dialogue (just like in the example in Figure 13.3),
produce the target language in imagined dialogues, or compare and contrast

---

2 5 2
F U R T H E R I S S U E S I N L E A R N I N G , T E A C H I N G , A N D A S S E S S M E N T
F I G U R E 1 3 . 3
their own language production with language use in sample dialogues.
Again, technology allows learners to access multiple forms of scaffolding
along the way, such as vocabulary help, transcripts of audio dialogues, 
and hints providing learners with some clues. When learners complete their
responses, they click on the “submit” button, which sends them to a new
page with immediate pre-programmed feedback. Although this feedback is
not individualized, research-based information about relevant pragmatic
features is summarized on these web pages.
Computer-mediated communication (CMC) tools
As we have seen, pragmatic aspects of language can be underscored and
practiced through the use of computer mediation. Computer-mediated
communication (CMC) as it relates to pragmatic use of language and develop-
ment has been gaining increased attention in the research literature.
18
Learners’ pragmatic language use can be observed or practiced through 
various forms of CMC such as:
■
e-mail;
■
blogs;
18
See, for example, Belz (2007) for a summary of research on the role of technology-
assisted learning and teaching of L2 pragmatics.

---

I N C O R P O R A T I N G T E C H N O L O G Y I N T O I N S T R U C T I O N
2 5 3
■
educational discussion forums or collaboration tools (e.g., as in
Blackboard, Moodle, or Wikis);
■
written and voice chat (e.g., Wimba);
■
video-conferencing (e.g., Skype); and
■
gaming and virtual interaction (e.g., Second Life).
E-mail, blogs, and educational discussion forums provide asynchronous
(i.e., non-concurrent) internet communication tools. Users of these tools
can create or edit content at their convenience. Continued discussion about
different topics can be organized under different “threads” or under e-mail
subject lines and develop over multiple turns in the form of messages or
online postings. Because the record of interaction can be readily saved 
in personal in-boxes or online, one way of using these technologies is for
learners to utilize the data as language input to analyze or employ as 
models. Language data in blogs or threaded discussion may contain a wealth
of language samples (for example, the use of the discourse marker, actually,
and learners can analyze ways to correct or contradict others’ contributions
19
).
In another case, these communication tools can be used between learners
and the teacher where learners generate data for teachers, themselves, and
peers to assess later. For example, learners can be asked to send an e-mail
inquiry to the teacher (preferably a genuine one), which the teacher com-
piles for group assessment and improvement.
20
In another case, the teacher
can collect authentic e-mail models, such as those from students asking for
a letter of recommendation, for use as the basis of instruction.
21
Even more interactive are synchronous (i.e., real time) written and voice
chat and video-conferencing programs that can engage learners in more
extended and concurrent interaction. In these types of prolonged interactive
sessions, learners are able to negotiate meaning real-time on the internet. 
If they are using a video-conferencing program, they are also involved in 
the use of nonverbal communication, such as gestures. Although it may be
possible to integrate some specific pragmatics-oriented tasks (e.g., observe
and practice backchannelling in the target language), much of this type 
of interaction may go beyond the control of the teacher and the learners
themselves. There may not even be a preestablished curriculum in authentic
synchronous interactions, such as those using chat programs, where learners
freely and independently interact with other speakers of the target language.
19
See Barsony (2003) for a classroom-based lesson on this topic.
20
See Mach and Ridder (2003) for more instructional details, rationale, and caveats.
21
See Akikawa and Ishihara (in press) for a classroom-based lesson on this topic.

---