Week 7 Synchronous CMC

My own take on synchronous computer-mediated communication (CMC) is that is often unprincipled or structured. This was brought up in our reading. DuBravac (2013) mentions that even though there is a an abundant amount of literature citing the benefits of CMC in language learning, little if any literature is available highlighting the use of effective and well-structured tasks using CMC.

I have a hard time seeing how chat rooms or texting can be structured to promote language learning. DuBravac (2013) mentions a number of criteria such as limiting the number of participants, having time limits and identifying a clear goal that students can complete in the time allotted to them. Of these, I feel the latter to be the most critical. Having used programs such as Apple's Facetime with L2 learners in the past, I feel it can be difficult to structure effective tasks. The examples listed in the reading included information-gap activities and problem solving activities. While interesting examples in and of themselves, I have difficulty seeing how the time it might take to train students on using a chatroom, monitoring it, and setting up the tasks would be more advantageous than using non-computer methods to set up a similar activity.