Applying CMC into an EFL High School Composition Class in Taiwan

This paper reports on the results of a semester mixed-method study that explored alternative ways of conducting of task-based activities via computer mediated communication (CMC) in a class of 41 students at a high-ranking senior high school in Taipei, Taiwan. In order to investigate the extent to which participants’ (EFL) reading comprehension might enrich their (EFL) writing proficiency, the researcher wove three EFL tasks: 1) English novel reading, 2) e-mail exchanges, and 3) blog viewing into an asynchronous online blended e-learning environment to investigate the participants' behavior, perceptions and attitudes towards Vygotskyian-inspired blended (combined on-lne and on-ground) instruction. Moreover, the study explored the extent to which students’ writing fluency, sentential-level grammatical accuracy and their willingness to communicate (WTC) improved or not, and the extent to which peer editing was effective or not over the course of the study in their online interactions with one another.