References
[1]. Abrams, Z. I. (2003). The effect of synchronous and
asynchronous CMC on oral performance in German. The
Modern Language Journal, 87(2), 157-167. https://doi.org/
10.1111/1540-4781.00184
[2]. Ahmed, S. T. S. (2019). Chat and learn: Effectiveness of
Using WhatsApp as a pedagogical tool to enhance efl
learners reading and writing skills. International Journal of
English Language and Literature Studies, 8(2), 61–68.
[3]. Ajabshir, Z. F. (2019). The effect of synchronous and
asynchronous computer-mediated communication (CMC) on EFL learners' pragmatic competence.
Computers in Human Behavior, 92(2019), 169–177. https://
doi.org/10.1016/j.chb.2018.11.015
[4]. Bataineh, A. (2014). The effect of using audiovisual
chat on developing english as a foreign language learners'
fluency and productivity of authentic oral texts.
International Journal of Linguistics, 6(3), 85-108. https://doi.
org/10.5296/ijl.v6i3.5563
[5]. Blake, C. (2009). Potential of text‐based internet chats
for improving oral fluency in a second language. The
Modern Language Journal, 93(2), 227-240. https://doi.org/
10.1111/j.1540-4781.2009.00858.x
[6]. Blake, R. (2000). Computer mediated communication:
A window on L2 Spanish interlanguage. Language
Learning & Technology, 4(1), 111-125.
[7]. Boonsue, W., Jansem, A., & Srinaowaratt, S. (2015).
Interactional patterns in face-to-face and synchronous
computer-mediated communication in problem-based
learning contexts. Journal of Language Teaching and
Research, 6(1), 99-110. https://dx.doi.org/10.17507/jltr.
0601.12
[8]. Bower, J., & Kawaguchi, S. (2011). Negotiation of
meaning and corrective feedback in Japanese/English
eTandem. Language Learning & Technology, 15(1), 41-71.
[9]. Chun, D. M. (1994). Using computer networking to
facilitate the acquisition of interactive competence.
System, 22(1), 17-31. https://doi.org/10.1016/0346-251X
(94)90037-X
[10]. Coyle, Y., & Reverte, M. J. (2017). Children's
interaction and lexical acquisition in text-based online
chat. Language Learning & Technology, 21(2), 179–199.
https://doi.org/10.1016/0346-251X(94)90037-X
[11]. Felder, R. M., & Soloman, B. A. (1991). Index of
learning styles [Article]. North Carolina State University.
[12]. Fernández-García, M., & Martínez-Arbelaiz, A.
(2002). Negotiation of meaning in nonnative speakernonnative
speaker synchronous discussions. CALICO
Journal, 19(2), 279-294.
[13]. Freiermuth, M. R., & Huang, H. chou. (2012). Bringing
Japan and Taiwan closer electronically: A look at an intercultural online synchronic chat task and its effect on
motivation. Language Teaching Research, 16(1), 61–88.
https://doi.org/10.1177/1362168811423341
[14]. Giguere, C. (2018). Child-child interaction and
correlative feedback during eTandem ESL-FSL chat
exchanges. Language Learning and Technology, 22(3),
176-192.
[15]. Hamano-Bunce, D. (2011). Talk or chat? Chatroom
and spoken interaction in a language classroom. ELT
Journal, 65(4), 426–436. https://doi.org/10.1093/elt/
ccq084
[16]. Hedayati, M., & Foomani, E. M. (2015). Learning style
and task performance in synchronous computermediated
communication: A case study of Iranian EFL
learners. Educational Technology and Society, 18(4),
344–356.
[17]. Ho, M. (2012). The efficacy of electronic peer
feedback: From Taiwanese EFL students' perspectives.
International Journal of Arts & Sciences, 5(5), 423–428.
[18]. Hsu, H. C. (2012). Investigating the Effects of Planning
on L2 Text Chat Performance. CALICO Journal, 29(4),
619–638.
[19]. Jones, L. C., Murphy, C. A., & Holland, A. (2015). The
more things change, the more they stay the same, or do
they? Revisiting classroom interaction approaches and
their effects on quantity and characteristics of language
production. CALICO Journal, 32(2), 245–272.
[20]. Jung, I., Kudo, M., & Choi, S. K. (2012). Stress in
Japanese learners engaged in online collaborative
learning in English. British Journal of Educational
Technology, 43(6), 1016–1029. https://doi.org/10.1111/j.
1467-8535.2011.01271.x
[21]. Kawase, A. (2006). Second language acquisition and
synchronous computer-mediated communication.
Teachers College, Columbia University Working Papers in
TESOL & Applied Linguistics, 6(2), 1–27. https://doi.org/10.
7916/salt.v6i2.1553
[22]. Kern, R. (1995). Restructuring classroom interaction
with networked computers: Effects on quantity and
characteristics of language production. The Modern Language Journal, 79 (4), 457–476. https://doi.org/10.
1111/j.1540-4781.1995.tb05445.x
[23]. Baradaran, A., & Khalili. A. (2009). The Impact of
online chatting on EFL learners' oral fluency. Journal of
English Language Studies, 1(1), 63-77.
[24]. Khamis, H. (2010). Communication Strategies in
Computer-Mediated Communication: An Egyptian EFL
Context. CALICO Journal, 28(1), 35-48.
[25]. Kitade, K. (2008). The role of offline metalanguage
t a l k i n a s y n c h r o n o u s c o m p u t e r - m e d i a t e d
communication. Language Learning & Technology, 12(1),
64-84.
[26]. Kitano, K. (2001). Anxiety in the college Japanese
language classroom. The Modern Language Journal,
85(4): 549-566. https://doi.org/10.1111/0026-7902.00125
[27]. Ko, C. J. (2016). The effect of task types on foreign
language learners' social presence in synchronous
computer-mediated communication (SCMC). JALT CALL
Journal, 12(2), 103–122.
[28]. Lee, L. (2002). Synchronous online exchanges: A study
of modification devices on non-native discourse. System,
30(3), 275–288. https://doi.org/10.1016/S0346-251X(02)
00015-5
[29]. Liang, M. Y. (2010). Using synchronous online peer
response groups in EFL writing: Revision-related discourse.
Language Learning and Technology, 14(1), 45–64.
[30]. Lin, W., Huang, H., & Liou, H. (2013). The effects of textbased
SCMC on SLA: A meta-analysis. Language Learning
& Technology, 17(2), 123–142.
[31]. Lin, Y.-L. (2016). Development of multi-word
sequences by adolescent EFL learners through online
interaction. English Today, 32(4), 27–32. https://doi.org/10.
1017/S0266078416000201
[32]. Mackey, A. (1999). Input, interaction, and second
language development. Studies in Second Language
Acquisition, 21(4), 557–587.
[33]. Mehr, H. S., Zoghi, M., & Assadi, N. (2013). Effects of
synchronous computer-mediated communication and
face-to-face interaction on speaking skill development of
Iranian EFL learners. International Journal of Applied Linguistics & English Literature, 2(5), 36–41. https://doi.org/
10.7575/aiac.ijalel.v.2n.5p.36
[34]. Mehri, S., & Izadpanah, S. (2017a). The effect of
computer-mediated communication tools in online setting
on Iranian EFL learners' teaching, social and cognitive
existence. Journal of Language Teaching and Research,
8(5), 978-985. https://doi.org/10.17507/jltr.0805.20
[35]. Mehri, S., & Izadpanah, S. (2017b). A qualitative study of
the perceptions of Iranian EFL learners' attitudes towards
CMC tools usefulness. Theory and Practice in Language
Studies, 7(8), 682-689. https://doi.org/10.17507/tpls.0708.11
[36]. Menard-Warwick, J., Heredia-Herrera, A., & Palmer, D.
S. (2013). Local and global identities in an EFL internet chat
exchange. Modern Language Journal, 97(4), 965–980.
https://doi.org/10.1111/j.1540-4781.2013.12048.x
[37]. Petronzio, Matt. (2012, October 25). A Brief History of
Instant Messaging [Blog post]. Retrieved from https://
mashable.com/2012/10/25/instant-messaging-history/
[38]. Pedersen, A. (2010). Negotiating Cultural Identities
through Language: Academic English in Jordan. College
Composition and Communication, 62(2), 283-310.
[39]. Pellettieri, J. (2000). Negotiation in cyberspace. The
role of chatting in the development of grammatical
competence. in M. Warschauer and R. Kern (eds.).
Network-Based Language Teaching: Concepts and
Practice. Cambridge: Cambridge University Press.
[40]. Rabab'ah, G. (2013). Discourse functions and
vocabulary use in english language learners' synchronous
computer-mediated communication. Turkish Online
Journal of Distance Education, 14(2), 99–117.
[41]. Razagifard, P. (2013). The impact of text-based CMC on
improving L2 oral fluency. Journal of Computer Assisted
Learning, 29(3), 270–279. https://doi.org/10.1111/jcal.12000
[42]. Razagifard, V. & V. Razzaghifard. (2011). Corrective
feedback in a computer-mediated communicative
context and the development of second language
grammar. Teaching English with Technology, 11(2), 1-17.
[43]. Sauro, S. (2011). SCMC for SLA: A research synthesis.
CALICO Journal, 28(2), 369–391.
[44]. Smith, B. (2003). Computer-mediated negotiated interaction: An expanded model. Modern Language
Journal, 87(1), 38–57. https://doi.org/10.1111/1540-4781.
00177
[45]. Sweeny, S. M. (2010). Writing for the instant messaging
and text messaging generation: Using new literacies to
support writing instruction. Journal of Adolescent & Adult
Literacy, 54(2), 121-130. https://doi.org/10.1598/JAAL.
54.2.4
[46]. Tare, M., Golonka, E. M., Vatz, K., Bonilla, C. L.,
Crooks, C., & Strong, R. (2014). Effects of interactive chat
versus independent writing on L2 learning. Language
Learning & Technology, 18(3), 208–227.
[47]. Yeh, S. W., Lo, J. J., & Huang, J. J. (2011). Scaffolding
collaborative technical writing with procedural facilitation
and synchronous discussion. International Journal of
Computer-Supported Collaborative Learning, 6(3),
397–419. https://doi.org/10.1007/s11412-011-9117-9
[48]. Vandergriff, I. (2013). “My major is English, believe it or
not:)” Participant orientations in nonnative/ native text chat.
CALICO Journal, 30(3), 393–409.
[49]. Warschauer, M. (1996). Comparing face-to-face and
electronic discussion in the second language classroom.
CALICO Journal, 13(2), 7-26.
[50]. Yilmaz, Y. (2011). Task effects on focus on form in
synchronous computer-mediated communication. The
Modern Language Journal, 95(1), 115-132. https://doi.org/
10.1111/j.1540-4781.2010.01143.x
[51]. Yu, L., & Zeng, G. (2011). Managing CMC-based task
through text-based dialogue: an exploratory study in a
chinese EFL context. English Language Teaching, 4(4),
221–233.
[52]. Zeng, G. (2017). Collaborative dialogue in
synchronous computer-mediated communication and
face-to-face communication. ReCALL, 29(3), 257–275.
https://doi.org/10.1017/S0958344017000118
[53]. Ziegler, N. (2018). Pre-task planning in L2 text-chat:
Examining learners' process and performance. Language
Learning & Technology, 22(3), 193–213. https://doi.org/
10125/44664
