enhances reading comprehension, improves students’ writing skills and abilities [6]. develops writing and learning strategies [5]. has a positive impact on the content and increases the amount of writing of learners [7]. makes students pay close attention to the formal aspects of writing, both in terms of word choice, structure, and word spelling, attending to sentence and paragraph structure as well as adapting academic style, register and appropriate word [8]. Diminishes barriers to learning English by providing them the opportunity to write freely without being judged for their grammatical mistakes [9]. develops ideas and provide feedback for the authors [10]. enhances student analytical and critical thinking skills [11] increases student motivation in reading and writing, promotes learner independence and autonomy, and enhances students’ analytical and critical thinking skills [12].
Marlene Johnshoy on 06 Jun 13"Abstract Currently, language educators experience difficulties in facilitating oral practice effectively in the foreign language classroom. Regularly, they face introverted and passive learners who fail to embrace speaking opportunities (Poza, 2011), or simply do not find the time to promote speaking practice in the classroom (Meddings & Thornbury, 2009). In this light, many asynchronous computer mediated communication (ACMC) technologies have emerged to confront this situation. However, central research studies do not seem to acknowledge ACMC as viable in accommodating oral development but, rather, frequently attribute this merit to synchronous CMC (Levy & Stockwell, 2006; Kervin & Derewianka, 2011). By employing a mixed-methods approach, this small-scale case study examines, firstly, the extent to which ACMC speaking practices are suitable for language learners' speaking development. Secondly, and by extension, it investigates the salient characteristics of the ACMC tool myBrainshark, that makes it appropriate for fostering linguistic growth. The data is obtained from post-beginner Spanish language learners by means of an online questionnaire and an online structured stimulated recall. The findings show, on the one hand, that ACMC oral practices can be beneficial in developing speaking aspects in lower-proficiency language learners and, on the other hand, that myBrainshark has characteristics that can potentially promote linguistic development. Finally, this paper calls for experimental research on the improvement of oral competency in post-beginner and higher-proficiency learners."
