Computer-assisted class discussion CACD as a vehicle for communicative interaction: Exploring the impact on Saudi culture

This paper seeks to test Saudi students´ perceived reactions to Computer-assisted Class Discussion CACD through a semi-experimental study. The study administered a debriefing questionnaire and a semi-structured focus group interview post session. CACD has particular relevance to the Saudi learners because it cuts out the potential for the cultural problems which might be imposed on the Saudi students if they were asked to communicate with learners from outside the institution. The study took place in the Madinah College of Technology (MCT), Saudi Arabia with the cooperation of eight Saudi male students (four dyads) of intermediate level who interacted with one another in synchronous mode (MSN Messenger) over the course of three weeks. They attempted to jointly complete three tasks: two information-gap and one decision making. The data suggests that participants described the experience as useful, valid and enjoyable and claimed that it was basically a stress-free experience. The fact that participants favored the experience of CACD over traditional oral face-to-face F2F classrooms indicates that CACD would be welcomed in Saudi EFL classes. The study concluded that there could be a significant role for CACD as a vehicle for communicative interaction in Saudi EFL classes.