Using Computer-Mediated Communication and Virtual Instruction to Develop L2 Pragmatic Ability

Abstract

Although studies on second/foreign language (L2) pragmatics have increased in the context of computer-mediated communication (CMC), the existing literature revealed mixed results regarding the effectiveness of CMC. Moreover, most former studies only conducted an immediate posttest. We do not know whether the usefulness of CMC can last over time. Thus, this chapter will further explore the effects of CMC paired with virtual instruction on L2 pragmatic ability to make suggestions. Sixty-four EFL students from a university in China were randomly assigned to two groups. The treatment group (N = 32) had text-based CMC with native English speakers via Skype and received virtual instruction on making suggestions, while the control group (N = 32) engaged in text-based CMC with native English speakers without having the online instruction. Results showed that the treatment group made significantly more proper suggestions than the control group, indicating favorable and lasting impacts of CMC and virtual instruction on L2 pragmatic ability. This chapter also discusses pedagogical implications.