A Theoretical Foundation for the Development of Pedagogical Tasks in Computer Mediated Communication
Computer Mediated Communication (CMC) permits users to engage in purposeful exchanges with other humans (and with on-line databases) both synchronously and asynchronously. Yet, disappointment with previous technological "revolutions" may cause language teachers to be less receptive to the pedagogical uses of this new medium. A historical review of some of pedagogical claims of Computer Assisted Language Learning (CALL), multimedia applications, and their eventual outcomes, as well as new research in Second Language Acquisition (SLA), support the proposition that CMC gives second language learners the opportunity to enhance their learning experience. A theoretical framework is suggested for the development of pedagogical tasks based on CMC environments.