Blog post (4/15): Computer Mediated Collaborative Learning

According to Warschauer (1997), there are five features that distinguish Computer-Mediated Communication (CMC) from other communication media:
1. text-based and computer-mediated interaction
2. many-to-many communication
3. time-and place-independence
4. long distance exchanges
5. hypermedia links

Considering these features, CMC has a lot of benefits. First, in text-based interaction, such as online chatting, learners can practice rapid interaction with opportunities for reflection, and many of them can be more expressive. Also, it can mediate writing to speaking in that learners can experience real conversation through writing. Second, CMC is free from time and place; it means that learners can have more time to reflect (in cases such as sending emails), and they can access to it as long as they have internet capability and computer accessibility. Third, learners can interact with people form any countries around the world, which broadens their possibility to learn the language. Finally, they can share links of materials with other learners so that they can easily look through it and reflect, and discuss it.
These are the potentials and realities of CMC, but some questions are remained, such as what is the new roll of teachers in CMC environment, or how to deal with ethnic, linguistic or cultural difference between the learners.
Although questions are still remained, it can be said that CMC is starting to change the way of collaborative learning. A well designed CMC will help learners learn from the new technology.

Above is the summary of the article, and as I read this, I came up a question which post a different view on the role of CMC in language learning.
Question is: is CMC (in writing) really helps learners enhance communication ability? Not only this article, but also other articles about CMC suggest that through CMC, learners tend to express their thoughts more than face-to-face communication, and they can have more time to reflect on what others say and what their responses are. As an opportunityu to practice their target language, CMC will work good with these points. I doubt, however, if it works as an opportunity to enhance communication ability, since in face-to-face communication, they don't have time to reflect or cannot have excuse to express their thoughts less. Of course, CMC will work good to enforce learners' ability, with providing chances for practice, but I don't think CMC (in writing) itself works to enhance their communication ability.

Mark Warschauer, 1997, Computer-Mediated Collaborative Learning: Theory and Practice