Résumé:
This study examines the integration of Computer-Mediated Communication (CMC) in teaching
English as a Foreign Language (EFL) to undergraduate students, with the aim of assessing its
impact on learner engagement, autonomy, and communicative competence. Grounded in
Moore’s Transactional Distance Theory (TDT), the research explores how CMC tools such as
discussion forums, chat platforms, and collaborative digital spaces mediate psychological and
communicative distance between learners and instructors in virtual and hybrid learning
environments. Adopting Creswell’s mixed-methods research design, the study combines
quantitative and qualitative data collection to provide a comprehensive understanding of
CMC’s pedagogical effectiveness. Quantitative data were collected through questionnaires
administered to teachers and students, measuring learner motivation, participation, and
language performance. Qualitative data were obtained from platform observations and
instructor reflections, offering deeper insights into classroom dynamics and instructional
strategies. The findings indicate that CMC significantly reduces transactional distance by
fostering more interactive, learner-centred experiences. This, in turn, enhances language
acquisition and promotes self-regulated learning. Furthermore, the study identifies key
pedagogical strategies for optimizing CMC use in EFL contexts, including scaffolding
communication tasks, balancing synchronous and asynchronous tools, and sustaining cognitive
presence. The study offers practical implications for curriculum development and teacher
training, advocating for the thoughtful integration of technology to support meaningful and
context-sensitive EFL instruction.
