EFL Teacher's and Learners' Perspectives Towards ATODJ: A Case of CMC and MALL

Introduction

Recently, the use of technology, i.e. computers and mobile phones, in L2 learning situations has increased to a significant level. Computer-Mediated Communication (CMC) (Butler-Pascoe, 2011) or Computer-Assisted Language Learning (CALL) (Egbert, Akasha, Huff, & Lee, 2011) engages L2 learners in communicative exchanges using computers. CMC offers adequate opportunities to students to pay more attention to linguistic forms and also provides a less stressful environment for L2 practice and production (Mackey & Gass, 2005). An extension of CALL (Brown, 2005) is Mobile-Assisted Language Learning (MALL). MALL, developed to provide oral interaction for L2 learners, was proposed by Kukulska-Hulme and Shield (2008). Park (2011), in a review of the evolution of mobile learning, suggests that mobile devices are dynamic and pervasive devices that promise plenty of educational potential. The current study was conducted to find out EFL teachers’ and students’ perspectives towards a CMC and MALL task, which is, audio taped oral dialogue journals (ATODJs) (i.e. L2 learner’s recorded extemporaneous speech, Lazaraton, 2001).