Blog Post #3: Synchronous and Asynchronous CMC Tools

1) Brief descriptions of the tools and links to their websites

I) Synchronous CMC

I tried to use one of the useful synchronous cmc, scribblar.com.

http://www.scribblar.com/

This web site is an online chatting place where people can chat using various functions such as multi-user whiteboard, live audio, image collaboration, text-chat, etc. While they are chatting together, they can easily write something(e.g. drawing pictures, writing sentences, etc.) on the whiteboard, can insert pictures and basic mathematics formulas, and people can talk each other using a headphone.

In my case, I virtually made an English I conversation chatting room talking about "Korean Food". I inserted "Let's Talk Together" part in the whiteboard.

II) Asynchronous CMC

www.voicethread.com

"Voicethread" is one of the asynchronous CMC web site. Users can create their own videos by recording their voice and using their webcam. Users can adding images or video clips, too. After making their own video, they can upload it and can get comments from others and vice versa. And users can also share their videos with others.

2) Your thoughts about how the Synchronous CMC tool and the Asynchronous CMC tool could support learning and the development of language skills.

I think the Synchronous CMC tool and the Asynchronous CMC tool

can support learning and the development of 4 language skills. If the teacher uses synchronous cmc tool like scribblar, he or she can encourage learners to speak and write and give them appropriate feedback directly and also while chatting with students there will be possible negotiation for meaning. Besides, this tool also promotes learners to listen to the direction what the teacher said through the headphone and read the sentences on the whiteboard. And in the case of the asynchronous tool like voicethread, I think it is good for speaking and listening practice. Unlike the chatting which pushes learners to react simultaneously, voicethread is literally asynchronous tool that does not require the learners respond immediately so that it can lower the affective filters.

Are there any similarities and differences in how they could support language learning?

Similarities between these two tools are there is a friendly and cooperative learning environment and it is based on online learning that teachers and leaners can contact each other anywhere and anytime as long as they have computers or laptops. However, there are also differences. The interaction between teachers and learners using synchronous tool happens immediately and simultaneously. So teachers can give proper feedback at once and students can ask any questions expecting to instant answers. On the other hand, if asynchronous tool is used, then there will take some time for teachers to check students' comprehension and their assignment. But the strong advantage of using asynchronous tool is that it can consider learner's affective factors.

3) Some of your ideas of possible activities and ways that the tools could be used in a language class to supplement in-class content and instruction.

I) Let's Talk Together (intermediate level)

Using synchronous tool scribblar, teacher will have a conversation with students. At first, the teacherI will tell "today's topic : Korean Dishes" to students, then they can talk about their favorite Korean dishes. And if the students want to tell classmates more detailed explanation, then they can use video clips and pictures by simply inserting them on the whiteboard. After this activity, the teacher will give students homework about writing their favorite Korean food. Through this activity, the teacher can check his or her students' current level of speaking and writing and students can improve their speaking and writing skills.

II) Tell me about your favorite Korean food (lower level)

Using asynchronous tool voicethread, teacher uploads his or her video demonstrating how to do this activity. In the video, the teacher uses simple phrases and words with slower speech and tells the students to follow his or her speech patterns. After watching this video, students start and create their own videos copying their teacher's speech patterns. This activity can make learners practice substitution drills and push them to speak a with stress-free environment.