Computer-Mediated Communication as a Medium of TEFL for 1st Undergraduate Students in the English Language Department UHBC

Abstract

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.