ABSTRACT
Due to the rapid development of telecommunication technology, the use of computer-mediated communication (CMC) in language education has become widespread. Different types of CMC activities, including both synchronous (i.e., real time) and asynchronous (i.e., time delayed) modes of communication, have been increasingly introduced in language classrooms in an attempt to facilitate learners’ authentic communication with the native speakers of the target language (L2) (Levy & Stockwell, 2006; Warschauer & Kern, 2000). This study focuses on e-mail tandem language learning, which is one type of asynchronous activity among various types of CMC activities.
