Within the computer-mediated communication, interaction can now take the „synchronous‟ or „asynchronous‟ communication forms. Chapelle 2003: 23
states that synchronous communication in learning happens, for example, when learners sit in the computer lab during the course period to read and respond to
each other‟s messages discussing a certain topic. With asynchronous communication, she adds, learners can “readspeak and writehear electronic
messages, which are stored on a server to be produced and accessed anytime ”
p.23, allowing the process of communication and learning can be spread out with unlimited time span across hours, days, weeks, or even months. In other
words, computer-mediated communication expectedly provides more flexible interactions for learners beyond here and now situations.
b. Authentic audience
The second principle of optimal CALL environments is that learners can interact in the target language with an authentic audience. Authenticity is
commonly associated with genuine purposes of language use Johnston 1999. In other words, authenticity focuses more on the real function and meaning of
language rather than form. Related to this, Johnston 1999: 60 defines authentic audience as “an audience that is concerned exclusively with the meaning of the
speaker‟s or writer‟s message.” Further, in computer-mediated interaction context, Johnst
on 1999: 62 claims that “electronic audiences are authentic audiences” because audiences in computer-mediated interaction are largely
concerned with the meaning of messages rather than on the form. In other words, these electronic audiences set as authentic audiences for the linguistic production
of learners. In relation to writing pedagogy Hyland 2002; 2003, such audiences
provide writers with the contexts within which texts are written and read and which make them meaningful.
c. Authentic tasks
The third principle of optimal CALL environments is that learners are involved in authentic tasks.
„Tasks‟ often refer to classroom activities similar to those learners will encounter outside the classroom Chapelle 1999. In language
learning, tasks should therefore require learners to use their linguistics resources of the target language to accomplish something Ellis 2008. From here, authentic
tasks are defined as tasks of which goals require real-world communication in the target language Pica, Kanagy, Falodun 1993, as cited in Chapelle 2003.
Egbert, Chao, and Hanson-Smith 1999: 4 also state that authentic tasks should have the same forms of cognitive challenges, or
“the thinking required”, as complicated real-world tasks do. They also add that in relation to an optimal
CALL environment, it is therefore necessary to design tasks that enable students to use their current proficiency level to function in real-world communications.
In relation to writing class, the ideas of authentic tasks explained above highlight the significant points of authentic writing tasks. It is important that the
writing tasks require students to really act their English writing skills out as well as produce a writing product. The writing tasks should also set as a way to express
thoughts and ideas just like real-world writing for communication purposes, not merely to check their understanding of the writing lessons taught. Eventually, the
writing skills practiced can thus be applied not only for in-class writing but also for other academic and non-academic purposes.
d. Opportunities for language exposure and production
