Synthesizing Research on Learner Perceptions of CMC Use in EFL/ESL Writing

Oct 15, 2026

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This study synthesizes empirical research on learners’ perceptions of computer-mediated communication (CMC) in EFL/ESL writing courses. A multi-stage systematic review of 52 scholarly articles from 2000–2016 identifies linguistic benefits from interacting with multiple interlocutors in blog- and wiki-mediated writing, alongside reported challenges in task demands and the quality of feedback. CMC-integrated writing is perceived as authentic and interactive, supporting motivation, autonomy, and writers’ identity.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

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Introduction

CMC and L2 Writing

calico journal (online) issn 2056–9017 Article Synthesizing Research on Learner Perceptions of CMC Use in EFL/ESL Writing Erhan Aslan1 and Hatime Ciftci2 Abstract This study presents a synthesis of empirical research reporting on learners’perceptions about the effectiveness of CMC in EFL/ESL writing classes. Conducting a multi-stage systematic review, we analyzed 52 scholarly research articles published between 2000 and 2016. Our findings indicate that while learners perceive linguistic benefits from interacting with different interlocutors in mainly blog-and wiki-mediated writing activities, they also report challenges with respect to task demands and the quality of feedback. Learners perceive CMC-integrated writing to be authentic and interactive, thereby developing their motivation, autonomy, and identity as writers. Finally, the implications of this review and the directions for future research in the domain of CMC and EFL/ESL writing are discussed. Keywords: computer-mediated communication; learner perceptions; Web 2.0; EFL/ESL writing 1. Introduction Along with the increasing impact of computer-mediated communication (CMC) on how we communicate, second language (L2) learning and teaching is now mediated by various participatory technologies (H. Lin, 2015; Thorne, Sauro, & Smith, 2015; S. Wang & Vásquez, 2012) . No longer confined to the classroom setting consisting mainly of created materials or teacher-moderated Affiliations 1University of Reading, England. [email: erhan.aslan@reading.ac.uk](email: erhan.aslan@reading.ac.uk) [2](2Bahcesehir University)[Bahcesehir University](2Bahcesehir University), [Turkey](Turkey). email: [hatime.ciftci@es.bau.edu.tr](hatime.ciftci@es.bau.edu.tr) calico journal vol 36.2 2019 100–118 [https://doi.org/10.1558/cj.34818](https://doi.org/10.1558/cj.34818) ©2019, equinox publishing Erhan Aslan and Hatime Ciftci 101 interactions (Brandl, 2002), L2 learners now interact with various audienceson a wide range ofCMC platforms. In addition, they collaborate on pedagogical tasks using various CMC tools while being exposed to multimodal content (Chun, Kern, & Smith, 2016; Golonka, Bowles, Frank, Richardson, & Freynik, 2014; Rassaei, 2017) . Evolving from the “revising” era of word processing in the 1980s into the era of Web 1.0 of creating and retrieving information in the 1990s (T. Chen, 2016; Warschauer, 2010), the current Web 2.0 era of CMC not only enables learners to share information, but it also creates numerous opportunities for interaction. In addition to the asynchronous or time-delayed communication via blogs, wikis, email, and discussion forums, learners also communicate in synchronous or real-time environments, such as chat rooms and videoconferencing (e.g. Skype). In these participatory environments, L2 learners not only develop and practice their linguistic skills, but they also acquire various digital literacy skills, such as making connections between various texts, images, sounds, and links (Godwin-Jones, 2016; Hafner, Chik,& Jones, 2015). In this state of affairs, understanding how learners perceive language learning mediated by technology-enhanced participatory environments is important for language educators. Even though there is extensive research on learner perceptions about the integration of CMC into language learning and teaching (e.g., Chao & Lo, 2011; Gleason & Suvorov, 2012), there is no synthesis of the published research reporting on learner perceptions about such integration. In light of Wesely’s (2012) two-dimensional conceptualization of learner perceptions—i.e. (1) how learners see themselves and make sense of their own learning and (2) how they perceive the learning situation involving classroom variables, such teachers and peers—our review aims to explore what benefits learners perceive of the integration of different CMC tools into EFL/ESL writing, and what issues or challenges they report. Our focus on the perceptions of

FAQs

What research method does the study use to synthesize evidence?

The review conducts a multi-stage systematic review of 52 scholarly articles published between 2000 and 2016.

What benefits do learners perceive from CMC-integrated EFL/ESL writing?

Learners perceive linguistic benefits from interacting with different interlocutors in blog- and wiki-mediated activities, and they also see CMC writing as authentic and interactive that supports motivation, autonomy, and identity.

What challenges do learners report regarding CMC writing activities?

Learners report challenges related to task demands and the quality of feedback, even though they recognize interactive and authentic communication opportunities.

Oct 15, 2026

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