When we talk about computer-mediated communication, we are talking about it in the sense of an umbrella word that encompasses computer- based training, informatics, and human-to-human communication in the form of email and computer conferences, according to (Collins and Berge, 1996, p.
3). In computer-based instruction, the computer (whether networked or not) takes on the role of patient instructor or tutor, generally on a one-to-one basis and with highly structured and pre-prepared course materials. The computer is used in informatics to access data from its own data storage media or, in a networked situation, from remote databases such as online public-access library catalogues or external file servers and archives, using client applications such as World Wide Web browsers.
Computer conferencing is a focus within CMC. This can be
accomplished through email and mailing lists, as well as computer conferencing systems. We use the word “computer conference” in a broad sense to refer to a wide range of computer-mediated human-to-human interactions.
2.1.4.1. The advantages and disadvantages of CMC
The benefits of computer conferencing, according to Collins and Berge (1996), include communicating with other students and the instructor from a distance rather than studying alone. It is possible to create a virtual community that provides support and encouragement while also encouraging sharing among participants, which can aid in overcoming the isolation of remote places. Students can be asked to join the conference with guest
“lecturers”, which allows them to interact directly with specialists in their fields. It can be quite convenient because it is theoretically as close as the nearest phone or modem connection. Computer conferencing can take place at any time and from any location.
According to Collins and Berge (1996), the difficulties in acquiring stable access to a networked computer are the first downsides of computer conferencing. Students may not see a fair return on their investment due to high learning curves and time commitments. Technical help is essential because numerous computer and software setups may or may not communicate with one another. And just because a student has used computers in the course of their studies does not mean they understand how to utilize telecommunications software, that they know how to upload and download files, or that they know how to make folders in their electronic mail program to store incoming messages. The email looks to be fleeting and ubiquitous, and convincing participants to accept conference contributions as
“real” and “important” can be difficult. Students in online conferences must pace themselves, remember to log in regularly, and attend to their course activities, whereas students in place-based classrooms are used to setting
aside a portion of their lives for travel and attendance in planned classroom sessions.
To put it simply, social context cues are lacking in conferences, which might pose issues because humans are accustomed to the high bandwidth of face-to-face conversations. Misunderstandings can happen rapidly and resolving them can be difficult and time-consuming. Those who cannot normally communicate in a face-to-face classroom can do so in the relative anonymity of internet conferencing.
2.1.4.2. Social media and video conferencing as tools for online learning During the Covid-19 outbreak, independent study is among the most prevalent and important ways to learn a language. Learning language skills, particularly speaking skills, is a hallmark of 21st-century learning for academic and employability objectives. One of the features is the ability to apply ICT knowledge, particularly technical expertise, to language acquisition (Koh et al., 2017). Educators should increase their capacity to be more creative in their use of technology to meet the requirements of their students in a variety of disciplines. Teaching and learning should not be limited to the classroom; both instructors and students should use technology to make language learning materials available. Online learning may provide fascinating learning possibilities for learners by creating and maintaining supportive learning environments, fostering learning communities, giving consistent input on time, and employing the best technologies to produce the proper information. Ain and Mustafa (2015) assert that learners will not be bored when participating in online learning activities. During the Covid-19 pandemic, higher education institutions are rapidly turning to online learning tools to replace traditional teaching methods.
Learners like using social media platforms like Facebook, WhatsApp, Instagram, and YouTube to practice English (Ghounane, 2020). On these
social networking sites, students from all over the world can engage and debate a variety of topics (Musa et al., 2015). Learners can study not only the standard form of the language but also its variants, thanks to the usage of mobile-mediated communication. Learners prefer to use Facebook for academic purposes, according to Azeez Al-Jumaili et al. (2017), because the chat functions and other communicating elements are regarded as user- friendly. According to Faryadi (2017), Facebook helps students improve their language proficiency and comprehension skills. His findings also suggest that Facebook fosters English language learning by enhancing Malaysian learners’
attitudes, confidence, contentment, motivation, and perceptions of gaining English speaking skills. According to Low and Warawudhi (2016), Facebook, as well as educator-learner interaction, can enhance students’ interest and attitudes toward studying English. Out-of- class activities allegedly increase student involvement in their studies, and Facebook can be an effective tool for teaching speaking skills to a large class of mixed-ability learners.
Furthermore, according to Dizon (2015), Facebook has the potential to improve language education and increase communication beyond classroom boundaries. Its simplicity allows students
to communicate both synchronously and asynchronously, as well as reduces anxiety among students who are hesitant to use the second language.