The Effects of Computer-Mediated Communication on Foreign ...

Estimated Marginal Means
Figure 3
Pre- and Post-test Anxiety Scores for Experimental Groups
(Heritage vs. Non-Heritage)
56
54
52
50
48
46
44
Estimated Marginal Means <strong>of</strong> MEASURE_1
At recoded group = Experimental
1
TIME
2 50
TPFLE
2
HERITAGE
heritage
non-heritage
<strong>The</strong>se results suggest that the use <strong>of</strong> ACMC did seem to reduce the level <strong>of</strong> anxiety for
both heritage and non-heritage students in the experimental groups. Anxiety scores dropped
overall from 51.4 to 46.3 after the treatment. In addition, the ACMC seemed to have more <strong>of</strong> an
effect on non-heritage students than heritage students. Whereas the anxiety score for heritage
students went from 47.7 to 46.0 after using ACMC, it dropped from 55.1 to 45.7 for non-heritage
students. This is not surprising, as the traditional foreign language student who experiences
foreign language anxiety in the classroom might experience less anxiety in an environment
where face-to-face contact is avoided and where they are not “put on the spot” in front <strong>of</strong> the
entire class.
In the open-ended question at the end <strong>of</strong> the questionnaires, both heritage and nonheritage
students left comments that noted some beneficial aspects <strong>of</strong> CMC, including enjoying
the online assignment and feeling more comfortable. According to some non-heritage students:
“I enjoyed it. Time lag allowed for better preparation and no nervousness <strong>of</strong> face 2 face.
Was interesting. A good thing.”
“It was easier to respond on the Blackboard assignment because I had enough time to
formulate a correct response. I was able to enjoy the assignment due to the time
allotted.”
“I thought it was good. We got to know each other, had time to respond, and could do it
on our own time.”
“<strong>The</strong> Blackboard assignment helped me to visualize what I was trying to say to my
group. I would not want to do it all semester but once or twice would be okay.”
Some <strong>of</strong> the heritage students also left positive comments on the open-ended question:
“I liked it b/c I had time to prepare a response and did not have to do [it] face to face.”