The effect of synchronous and asynchronous computer-mediated communication (CMC) on learners’ pronunciation achievement

Within the field of second language acquisition, pronunciation has received relatively little attention. This lack research can also be seen in general systematic pedagogical materials for training, effectively reinforcing “marginalized” nature classroom (Lee, Plonsky & Saito, 2019). Accordingly, current study investigated use synchronous/asynchronous computer-mediated communication as a method L2 instruction phonemic and lexical features pronunciation. Broadly, examined effectiveness face-to-face, synchronous, asynchronous voice on EFL learners’ achievement. In so doing, utilized an experimental design with 15 participants control group 30 two groups. There were types tests this study: stress test, discrimination test. The results showed positive effect CMC-oriented compared F-F development; however, not significant difference was found between CMC instructional modes. Syn group, other hand, tended to vary their achievements more than Indeed, technology holds great potential particularly terms maximizing opportunities practice exposure oral language.