The present study aimed to qualitatively and quantitatively analyze the effects of computer-mediated communication (CMC) on the affective states of online interactions between Japanese university students and Taiwanese high school students learning English as a foreign language. Participants comprised eight Japanese students in the elementary education department of a Japanese national university, and 24 high school students in Taiwan. Online exchanges between these participants were conducted using three CMC platforms: Padlet (asynchronous), Google Meet (synchronous), and Flip (asynchronous). Each participant participated in two online exchanges, which were conducted in groups of four. It was found that the three types of CMC significantly enhanced the affective states of participants’ online exchanges. Furthermore, the ease of operation of the asynchronous CMC (ACMC) tools facilitated the synchronous (SCMC) tools. That is, sharing parallel online discussion boards with audiovisual information proved a practical way to facilitate speech, and a video-sharing application with subtitling and repeatability facilitated participants’ understanding and enjoyment of online interactions. Thus, highlighting the effectiveness of combining ACMC and SCMC, this study suggests the need for more accessible and equitable educational practices and policies.
Kobayashi et al. (Tue,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: