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The purposes of this study is to investigate what interaction strategies students in different situations (face-to-face and CMC-based) used in the process of conducting two English writing tasks. Twenty five students were assigned to a traditional group and twenty four students to a CMC-based environment. Results revealed that students in the CMC-based environment used more interaction strategies, such as cognitive, meta-cognitive, and instructional strategies in the process of interaction with students and the instructor. They also they showed more satisfaction with the English writing process than students in the traditional situation. From the results, we can conclude that CMC-based environment can provide students with more opportunities to interact with students and the instructor to get more and practical feedback, making them pay more attention to the writing process itself and leading to better achievement in English writing.