1 Introduction

Computer-mediated communication (CMC) is using digital technologies to communicate and collaborate [55]. In recent years, CMC has become increasingly prevalent in education, including in English classrooms in Nepal. One way CMC is used in English classrooms is by integrating artificial intelligence (AI) tools.

AI tools can enhance students’ language learning experience in many ways. For example, AI-powered chatbots can provide students with immediate feedback on their writing or speaking skills, allowing them to identify and correct errors quickly. Additionally, AI algorithms can analyze student data to identify areas where individual students may need extra support or practice (Luan, et.al, [39]). One specific example of CMC and AI being used in English classrooms in Nepal is using the ELSA Speak app (Darsih et.al, [11]). This app uses speech recognition technology and AI algorithms to help students improve their pronunciation and speaking skills. The app provides real-time feedback on pronunciation accuracy and offers personalized lessons based on individual student needs. Another example of CMC and AI used in English classrooms is the development of virtual writing assistants (Rokhayani et.al, [47], Dwivedi et.al, [14]). These tools use natural language processing (NLP) algorithms (Chopra, et.al, [9]) to analyze student writing and provide feedback on grammar, syntax, and other aspects of writing style. Virtual writing assistants can help students identify common errors and improve their writing skills [17]. Integrating CMC and AI tools in English classrooms in Nepal has the potential to enhance the language learning experience for students significantly. By providing immediate feedback, personalized instruction, and targeted support, these tools can help students develop their language skills more quickly and effectively [21], Huang, et.al, [29]).

Computer-mediated communication (CMC) refers to the exchange of information and messages through computer technology [18, 55]. This type of communication has become increasingly popular in recent years, with the widespread use of email, instant messaging, social media, and other digital platforms. CMC has many advantages over traditional face-to-face communication, including convenience, speed, and the ability to communicate with people from all over the world. One of the key benefits of CMC is its speed and convenience [2, 56]. With email and instant messaging, people can communicate with each other instantly, regardless of their location. This makes it easy to stay in touch with friends, family members, and colleagues, even if they are on the other side of the world.

1.1 The field work

The selected fieldwork focused on artificial intelligence and computer-mediated communication in undergrad English classes in several locations throughout the Kathmandu Valley (Nepal) undergraduate classroom from 2018 to 2023. Similarly, we only used the textbook and syllabus when we reflected on our teaching experiences. We consulted the curriculum while creating the lesson plan. We intentionally and unintentionally neglected to help them build their speaking and listening abilities in favour of a narrow focus on writing and reading. Furthermore, we did not use other teaching methods or tactics to make learning efficient and pleasurable; we solely used the lecture method to instruct them. The audio-lingual and grammatical translation methods were used to teach English.

1.2 The purpose of the study

The purpose of this study is to examine how computer-mediated communication (CMC) and artificial intelligence (AI) have grown in significance in Nepal’s undergrad English education by investigating the beliefs and methods used by UG (students) in Kathmandu Valley (Nepal) concerning the studies of shed light on the possibilities of technology and AI in language acquisition.

1.3 Research question

This study seeks to provide an answer to the query about,

  1. 1.

    How will the impact of viewing the perspectives of computer-mediated communications reference to the ideas imparted to students affect them?

1.4 The initial points

To find out what other researchers had looked at in connection with the issue, the authors undertook some preliminary research.

1.4.1 Communicate asynchronously

CMC allows people to communicate asynchronously, which means that they can send messages at any time without having to worry about whether the other person is available. Another advantage of CMC is that it allows people to communicate more effectively in certain situations. For example, in a large group discussion or meeting, it can be difficult for everyone to have a chance to speak and be heard. With CMC tools like chat rooms or discussion forums, everyone can participate and contribute their ideas without being interrupted or talked over. As well, CMC can be especially helpful for people who are shy or introverted, as it allows them to express themselves more easily than they might be able to in person [51], Schiffrin et.al, [49]). Though, there are also some disadvantages to CMC that should be considered. One of the biggest challenges is the lack of nonverbal cues that are present in face-to-face communication. Without being able to see facial expressions or body language, it can be difficult to interpret tone and meaning accurately. This can lead to misunderstandings or miscommunications that could have been avoided in person.

1.4.2 Potential issue

CMC is the risk of information overload. With so many messages and notifications coming through on various platforms throughout the day, it can be difficult to keep up and stay focused. This can lead to distraction and decreased productivity, as well as feelings of stress or overwhelm. Viewing the perspectives of computer-mediated communications can have a significant impact on students. By exposing students to various perspectives expressed through computer-mediated communications, they can develop a more comprehensive understanding of different viewpoints, cultures, and ideas [34]. This exposure helps broaden their horizons and promotes tolerance and empathy towards diverse opinions.

1.5 SIP as theoretical framework

A psychological theory called the “social information processing theory” (SIP) focuses on how people receive, analyze, and process social information in order to form opinions and pass judgment on other people. SIP, which was created by Joseph Walther in the 1990s, offers perceptions on how individuals utilize internet communication tools to engage and form relationships.

SIP’s central claim is that people acquire impressions of others based mostly on the scant cues present in computer-mediated communication (CMC). CMC lacks nonverbal clues like body language, tone of voice, and facial expressions that are present in face-to-face encounters. People consequently participate in a process of ‘hyperpersonal communication’ in which they portray themselves in a selective manner and interpret the words of others in light of their own expectations and motivations [58], pp. 52–90). The concept of ‘cues filtered out’ is a crucial element of SIP [59]. This idea proposes that people in CMC strongly rely on verbal signals to make up for the absence of nonverbal clues. To deduce meaning and create perceptions, they pay closer attention to the language used, the content of communications, and word choice.

When compared to face-to-face interactions, this dependence on linguistic cues can result in greater self-disclosure and intimacy in online relationships. The ‘time compression’ effect is another crucial SIP notion [58], pp. 52–90). People have more time to carefully compose their words and manage how they present themselves since CMC is asynchronous. As people can divulge personal information faster than they would in face-to-face encounters, this may speed up the development of relationships. SIP recommends that people engage in a behavior known as ‘over-attribution’ (Joinson, [31]; [32]). People tend to give the few nonverbal indicators that are there in CMC more significance when there are no nonverbal cues present.

For instance, a straightforward emoji or punctuation mark can be taken to convey strong emotions or opinions. This excess of attribution might cause people to misunderstand or misjudge the motives of others. The value of feedback in the communication process is emphasized by SIP as well. People depend on the opinions of others to help them improve how they present themselves and how they handle first impressions. Feedback is frequently delayed or limited in CMC, which can cause ambiguity and incorrect readings of other people's reactions. SIP offers useful information about how people deal with the difficulties of internet communication overall. It emphasizes how people modify their communication tactics to make up for the absence of nonverbal indicators, as well as how they create first impressions and cultivate relationships in a digital setting.

1.6 The connections through years

Computer-mediated communication (CMC) and artificial intelligence (AI) are two rapidly evolving fields that have the potential to revolutionize English language teaching and learning in Nepal. CMC refers to communication through digital devices or platforms like email, instant messaging, social media, and video conferencing (Marani, et.al, [41]; [7]. On the other hand, AI involves using machines and algorithms to simulate human intelligence and perform tasks that typically require human intervention.

1.7 The challenges

Despite these potential advantages, there are some drawbacks to using CMC and AI in Nepalese English language classrooms. One issue is that not all students can fully access the internet or the technology needed to engage in online activities. Another area for improvement is that some students might find it awkward to communicate with strangers online or need to learn more about the norms of online discourse. To effectively incorporate CMC and AI into their teaching practices, English language teachers in Nepal must receive training. They should also be aware of the ethical implications of using these technologies, such as issues related to data privacy and algorithmic bias [54]. Granting using CMC and AI in English language classrooms in Nepal has benefits and drawbacks, it can significantly improve students’ language proficiency and intercultural competence. English language instructors in Nepal can use these technologies to effectively support their student's learning with the proper training and awareness of ethical issues.

2 Literature review

Computer-mediated communication (CMC) is a broad term that refers to any form of communication that is facilitated by the use of computers or other digital devices. CMC has become an increasingly important area of study in recent years, as more and more people rely on digital technologies to communicate with one another [48]. This literature review will explore some of the key research findings related to CMC, including its impact on social relationships, its potential for fostering intercultural communication, and its use in educational settings, and aims to provide an overview of existing research on CMC, focusing on its impact, benefits, challenges, and implications for different domains.

In recent years from pandemic, there has been a growing interest in exploring the potential of CMC and AI in English language classrooms in Nepal. One of the main advantages of these technologies is that they can provide learners with access to authentic language input and opportunities for meaningful interaction with speakers of English from around the world. This can help to improve learners' language proficiency and intercultural competence. Another advantage of CMC and AI is that they provide learners personalized feedback on their language use. For example, chatbots and other AI-powered tools can analyze learners’ writing or speaking and provide feedback on grammar, vocabulary, pronunciation, and other aspects of language use. This can help learners identify improvement areas and rapidly progress in their language learning. Some related studies (text-analysis) are:

  1. 1.

    Bhattarai [5], titled “Purposes and Challenges of Integrating ICT in English Language Teaching in Nepalese Context”, explores the integration of technology in English language teaching in Nepal. The study found that technology, including computer-mediated communication, can enhance students' language learning experience.

  2. 2.

    Vinuesa, Azizpour, Leite, et al. [57], titled “The Role of artificial intelligence in achieving the Sustainable Development Goals”, explored that AI can facilitate 134 targets across all goals when used in a consensus-based expert elicitation process, but it can also hinder 59 targets. Current research priorities, though, need to pay more attention to vital details. In order to enable sustainable development, the rapid development of AI must be backed by the necessary regulatory oversight and insight. Inconsistencies in honesty, security, and morality could result from failing to do this.

  3. 3.

    Rana & Rana [46], titled “ICT Integration in Teaching and Learning Activities in Higher Education: A Case Study of Nepal’s Teacher Education”, studied the ICT education policy by the government of Nepal emphasizes the necessity of enhancing teachers’ ICT skills and contends that using ICT will change conventional teaching models to student-centred ones. The case study detailed the need for a clear strategy for implementing the ICT education policy and funding for ICT infrastructure and staff professional development in universities, which would allow for integrating ICT into teacher education.

  4. 4.

    Huang et al. [29], titled “Trends, research issues and applications of artificial intelligence in language education”, shared that the trends, problems with the research, and applications of artificial intelligence (AI) in language learning still need to be explored. Artificial intelligence (AI) is becoming increasingly important in language education. Thus, the current paper uses bibliometric analysis to examine these problems through a review of 516 papers published between 2000 and 2019, focusing on how AI was incorporated into language learning. It was discovered that over time, there were more studies on AI-assisted language learning. Additionally, the outcomes showed that AI was frequently applied to help students learn vocabulary, grammar, speaking, listening, writing, and other academic skills. The development of automated writing evaluation, personalized learning, and intelligent tutoring systems frequently used natural language processing, automated speech recognition, and learner profiling.

The studies discussed above shed light on the potential of technology and AI in language learning in Nepal, despite the need for more literature on Artificial Intelligence and computer-mediated communication in Nepal's English classes for undergrads between 2018 and 2023. Computer-mediated communications (CMC) have become an integral part of modern communication, influencing various aspects of individuals' lives, including education, business, and social interactions [53].

3 Methodology: research design approach

Computer-mediated communication (CMC) and artificial intelligence (AI) have become increasingly popular in English language teaching in Nepal. Research design in this area involves the systematic planning and execution of studies that investigate the effectiveness of CMC and AI in enhancing language learning outcomes.

One research design approach is experimental research as observation (how students use AI and CMC) in classroom, which involves manipulating variables to determine their effect on learning outcomes. For example, a study compare the performance of students who use AI-powered chatbots for language practice to those who do not. While following qualitative research methodology ‘observational studies’ used in research design for CMC and AI in English classrooms in Nepal. These studies involve observing and recording behaviors, interactions, and outcomes without manipulating variables. For example, a researcher observe how students use CMC tools during language practice and record their observations to identify patterns or trends.

3.1 Selections of site and participants

While taking participants the twenty eight students (P28-pseudo name) were chosen especially from the three different streams of education as Bachelor of Business Administration, Bachelor in Computer Applications and Bachelor in Information Technology. The participants (students) were from different cultural background of Nepal from urban to rural areas who were pursuing their studies residing in Kathmandu (capital of Nepal) and the final observation site was only one college of Kathmandu for our study. We did not gathered their personal information but our focus was only to find the impact of viewing the perspectives of computer-mediated communications references. Besides, if we have chosen the interviewing process, we may focus on narrative inquiry but we checked how AI and CMC are creating the values to students.

3.2 Quality standards

To be authentic, research must be valued and its impact on the people being studied in the culture or community should take precedence over concerns regarding the validity and reliability of the study (Lincoln & Guba, 1989 as cited in [26]). The establishment of credibility in a qualitative study is achieved by the demonstration of four key traits, namely confirmability, transferability, dependability, and credibility [52]. Arifin [3] asserts that any study endeavor must ensure the protection of human subjects by utilizing appropriate ethical rules.

Likewise, as researchers, it was our duty to make sure that the participants suffered no adverse effects. Throughout the discussion in the classroom, we reiterated the concepts in simple terms if they ran into problems or had issues comprehending the questions, having class discussions, or sharing ideas when teaching. Also, we never asked them direct questions. To put them at ease, we tried to establish a friendly environment before and throughout the lesson. Similarly, by utilizing their pseudonyms rather than their real names, we haven’t disclosed who they really are (as specified in the selection of site and participants).

3.3 Data analysis and interpretation

Our study used ‘observation’ as its primary data collection method. Creating the syllabus was a difficult process when we reflected on our teaching experiences, and the ideas and conversations were employed while teaching from the textbook. When we were drafting the lesson plan, we looked to the curriculum of one of the University of Nepal. Afterwards, we thematized after analyzing.

4 Discussions

4.1 From the perspectives of class observation, how does “AI and CMC” are helpful in the Nepali UG classroom?

Computer-mediated communications (CMC) refer to the exchange of information, ideas, and messages facilitated by digital technologies. CMC encompasses various forms of communication, such as email, instant messaging, online forums, social media platforms, video conferencing, and collaborative tools [22]. These digital channels have transformed the way individuals interact, collaborate, and communicate in personal, professional, and educational contexts.

4.1.1 AI-powered chatbots and virtual assistants

Artificial Intelligence (AI) is another emerging technology that has the potential to revolutionize education in Nepal. ‘AI-powered chatbots and virtual assistants’ can provide personalized learning experiences to students, making education more accessible and practical. AI can also help teachers automate administrative tasks such as grading and assessment, freeing up time for them to focus on teaching [43]. In English language classrooms in Nepal, CMC and AI can be used together to enhance the learning experience. For example, teachers can use AI-powered chatbots to provide instant feedback to students on their writing assignments. Students can also use CMC tools like discussion forums to collaborate on group projects and practice their language skills. However, challenges are also associated with using CMC and AI in the classroom. One challenge is ensuring all students have access to and are comfortable using technology (Gul et.al, [23]). Another challenge is ensuring the technology is used ethically and not entirely replace human interaction [8]. CMC and AI have the potential to enhance English language learning in Nepal by providing new opportunities for communication, collaboration, and personalization (Daudén Roquet and Potts, [12]). However, it is vital to ensure that these technologies are used ethically and do not replace human interaction entirely.

4.1.2 Communication modes and channels

CMC offers a wide range of communication modes and channels, each with its unique characteristics and affordances. Discussions often revolve around the advantages and limitations of different modes, such as asynchronous (e.g., email) versus synchronous (e.g., video conferencing) communication, and the impact of channel selection on the quality and effectiveness of interactions. One significant aspect of CMC is its influence on social interactions and relationships (Kroencke, et.al, [37]). Discussions delve into the ways in which computer-mediated communication affects the formation and maintenance of social connections, including the role of online communities, social networking platforms, and virtual environments. Topics include the impact of CMC on social presence, social identity, trust, and the development of online relationships. CMC introduces unique challenges that can affect communication effectiveness. Discussions often explore issues related to message interpretation, misinterpretation, and the potential for misunderstandings due to the absence of non-verbal cues, tone of voice, and contextual information. Research often focuses on strategies for reducing ambiguity, enhancing clarity, and managing potential miscommunications in computer-mediated contexts (Keating, [35]). CMC has transformed the way teams collaborate and work together.

4.1.3 Virtual teams and remote collaboration

Discussions center around the benefits and challenges of virtual teams and remote collaboration, including issues related to coordination, information sharing, conflict resolution, and building trust in computer-mediated settings (Gilson et.al, [20]). Research often focuses on the role of collaborative technologies and strategies for effective virtual teamwork. CMC has had a significant impact on education, leading to discussions on its role in online learning, blended learning, and distance education. Computer-mediated communications have revolutionized the way individuals interact and communicate, enabling instant connectivity and global reach. The rise of social networking platforms, online communities, and messaging applications has transformed social interactions, allowing people to connect, share, and collaborate irrespective of geographical boundaries [6]. Computer-mediated communications offer unique opportunities for collaboration, but they also pose challenges. Issues such as coordination, information sharing, and building trust can be more complex in virtual environments (Majchrzak, et.al, [40]). However, the use of collaborative technologies and strategies can enhance virtual teamwork and foster effective collaboration (Ebrahim et.al, [15]).

4.1.4 Transformation on traditional learning environments

The integration of computer-mediated communications in education has transformed traditional learning environments. Online learning platforms, discussion forums, and virtual classrooms have opened up new avenues for distance education and flexible learning (Means et.al, [42]). Computer-mediated communications facilitate interactions, knowledge sharing, and collaborative learning among students (Dillenbourg et.al, [13]). As computer-mediated communications expand, privacy and ethical concerns arise. Issues such as data privacy, online harassment, and digital footprints demand attention (Acquisti et.al, [1]). It is important to establish guidelines and promote responsible digital communication behaviors to ensure the ethical use of computer-mediated communication tools [16]. These discussions highlight the multidimensional nature of computer-mediated communications and the diverse research areas and considerations within the field. Researchers, educators, and practitioners continue to explore and adapt to the evolving landscape of CMC, aiming to optimize communication experiences and leverage its potential for positive outcomes in various domains.

4.1.5 Revolution in Nepal

Artificial Intelligence (AI) is another emerging technology that has the potential to revolutionize education in Nepal. AI-powered chatbots and virtual assistants can provide personalized learning experiences to students, making education more accessible and practical. AI can also help teachers automate administrative tasks such as grading and assessment, freeing up time for them to focus on teaching [43]. In English language classrooms in Nepal, CMC and AI can be used together to enhance the learning experience. For example, teachers can use AI-powered chatbots to provide instant feedback to students on their writing assignments. Students can also use CMC tools like discussion forums to collaborate on group projects and practice their language skills (Kohnke et.al, [36]). However, challenges are also associated with using CMC and AI in the classroom. One challenge is ensuring all students have access to and are comfortable using technology. Another challenge is ensuring the technology is used ethically and not entirely replace human interaction. CMC and AI have the potential to enhance English language learning in Nepal by providing new opportunities for communication, collaboration, and personalization. However, it is vital to ensure that these technologies are used ethically and do not replace human interaction entirely.

4.2 The challenges

Despite these potential advantages, there are some drawbacks to using CMC and AI in Nepalese English language classrooms. One issue is that not all students can fully access the internet or the technology needed to engage in online activities. Another area for improvement is that some students might find it awkward to communicate with strangers online or need to learn more about the norms of online discourse. To effectively incorporate CMC and AI into their teaching practices, English language teachers in Nepal must receive training. They should also be aware of the ethical implications of using these technologies, such as issues related to data privacy and algorithmic bias [54]. Although using CMC and AI in English language classrooms in Nepal has benefits and drawbacks, it can significantly improve students' language proficiency and intercultural competence. English language instructors in Nepal can use these technologies to effectively support their student's learning with the proper training and awareness of ethical issues.

4.3 The used CMC tools

Artificial intelligence (AI) and computer-mediated communication (CMC) have grown significantly in education. CMC and AI tools are now being used in English language classrooms in Nepal to improve teaching and learning procedures. Email is one of the CMC tools most frequently used in English classes. Students can use email to interact with their teachers outside of scheduled class times, ask questions, and get feedback. Online forums for discussion between students and teachers are another well-liked resource. These forums help students develop critical thinking skills, improve their writing skills, and learn how to express their opinions effectively [4]. Artificial intelligence tools such as chatbots are also being used in English classrooms in Nepal. Chatbots can provide immediate feedback to students on their writing assignments, grammar, and vocabulary usage. This helps students improve their writing skills and learn from their mistakes.

Moreover, AI-powered virtual assistants like Alexa or Google Assistant can help students practice their listening and speaking skills by providing audio materials and conversation partners [50]. These virtual assistants can also answer grammar, vocabulary, or pronunciation questions. The proper methodology must be followed to ensure the effectiveness of CMC and AI tools in English classrooms. Teachers must be trained to use these tools effectively and integrate them into lesson plans. Moreover, privacy concerns about using CMC and AI tools must be addressed adequately. Computer-mediated communication and artificial intelligence tools have great potential to enhance teaching and learning processes in English classrooms in Nepal. However, the proper methodology must be followed, and teachers must be trained to use these tools effectively.

5 Findings: the digital literacy skills

Numerous studies have examined the effects of computer-mediated communications (CMC) on students' learning experiences, cognitive development, and social interactions. CMC tools, such as online discussion forums [45], chat platforms (Gursky, [24]), and collaborative tools, have been found to promote active participation among undergrad’s students. These platforms provide a comfortable and inclusive environment for students to express their thoughts, ask questions, and engage in discussions. The asynchronous nature of CMC also allows for more thoughtful and reflective contributions [25]. CMC facilitates written exchanges, which can encourage students to think more deeply and critically about the topics they are discussing. Through written communication, students have the opportunity to reflect on their ideas, revise their arguments, and provide evidence to support their viewpoints. This process can lead to improved critical thinking and analytical skills.

CMC enables students to interact with peers from diverse backgrounds, fostering cross-cultural understanding and global awareness (Wu, et.al, [61]; [38]). Through virtual exchanges, students can gain insights into different perspectives, beliefs, and values. This exposure promotes tolerance, empathy, and intercultural communication skills, preparing students for a more interconnected world. CMC tools facilitate collaboration and knowledge construction among students. Virtual platforms provide opportunities for shared document editing, group projects, and joint problem-solving (Jung et.al, [33] [27],). These collaborative activities can enhance students’ ability to work in teams, negotiate meaning, and collectively construct knowledge (Järvelä et.al, [30]).

Engaging with CMC platforms helps students develop digital literacy skills. They learn to navigate online environments, effectively communicate using various digital tools, and critically evaluate information sources. These skills are essential in today's technology-driven society and prepare students for future academic and professional endeavors. While CMC offers many benefits, it also presents challenges. Some studies have highlighted issues such as reduced non-verbal cues, misinterpretations of messages, and potential for online harassment or cyberbullying. It is crucial for educators to provide guidance on online etiquette, promote respectful communication, and address any concerns or negative experiences that may arise.

5.1 The contradiction

Computer-mediated communication (CMC) and artificial intelligence (AI) have revolutionized how we communicate and learn in the classroom. In Nepal, these technological advancements have greatly influenced English language teaching. CMC refers to any form of communication facilitated using computers, such as email, chat rooms, discussion forums, and social media platforms [60]. On the other hand, AI involves using machines to perform tasks that would typically require human intelligence, such as natural language processing and machine learning.

Integrating CMC and AI in the English classroom in Nepal has several benefits. Firstly, it provides students access to information and resources to enhance their learning experience. For example, online dictionaries, grammar checkers, and translation tools can help students improve their vocabulary and writing skills. Secondly, CMC and AI can facilitate collaboration among students and teachers. Online discussion forums and video conferencing tools allow students to connect with their teachers outside the classroom. This can lead to more meaningful discussions and debates and increased student engagement.

Conversely, some challenges are associated with using CMC and AI in the English classroom in Nepal. One of the main challenges is the need for more access to technology and internet connectivity in some areas (Gul et.al, [23]). This can limit the effectiveness of these tools for students who need access to them. Another challenge is the need for teachers to be trained to use these tools in their teaching practice effectively. Teachers can integrate CMC and AI into their lessons with proper training to enhance student learning (Nguyen Thi Thu, [44]). Integrating CMC and AI in the English classroom in Nepal has benefits and challenges. While these technological advancements can potentially enhance student learning and engagement, some limitations must be addressed. Teachers must receive proper training in effectively using these tools in their teaching practice and ensure that all students have access to the necessary technology and internet connectivity.

Largely, the literature suggests that computer-mediated communications have a positive impact on students' learning experiences, cognitive development, and social interactions. The ability to engage in asynchronous, text-based interactions allows for increased participation, critical thinking, and cultural awareness. However, it is important to be aware of potential challenges and actively manage them to create a positive and inclusive online learning environment.

6 Conclusions

Computer-mediated communication (CMC) has become an integral part of modern education in Nepal. English language classrooms in Nepal are no exception. With the advancement of technology, CMC tools such as email, chat rooms, discussion forums, and video conferencing have become more accessible and widely used in the classroom, and also they are called digital literacies [19]. These tools provide a platform for students to communicate and collaborate with their peers and teachers beyond the traditional classroom setting.

Computer-mediated communications have revolutionized social interactions, enabling instant connectivity and global reach [6]. The integration of computer-mediated communications in education has transformed traditional learning environments, expanding access to education and fostering interactive and personalized learning experiences [42]. Computer-mediated communications offer opportunities for collaboration, but they also pose challenges such as coordination, information sharing, and building trust in virtual environments [40]. Privacy and ethical considerations are crucial in computer-mediated communications, requiring attention to issues such as data privacy, online harassment, and responsible digital behavior [1, 16]. The use of computer-mediated communications has altered communication dynamics, providing new modes and channels that offer both advantages and challenges in terms of speed, convenience, and richness of interactions. The rapid evolution of technology will continue to shape computer-mediated communications, with advancements in artificial intelligence, virtual reality, and mobile technologies influencing communication practices in the future.

Inferences on computer-mediated communications highlight the transformative impact of digital technologies on communication processes and interactions. Computer-mediated communications have significantly increased connectivity and enabled instant global interactions. Individuals can connect and communicate with others across geographical boundaries, fostering the creation of online communities and social networks. The introduction of digital communication channels has reshaped traditional communication dynamics. Computer-mediated communications provide new modes and channels for communication, such as email, instant messaging, and social media platforms, which offer both advantages and challenges in terms of speed, convenience, and richness of interactions. Computer-mediated communications have revolutionized collaboration by enabling virtual teamwork and remote collaborations. Online collaborative tools and platforms have facilitated information sharing, coordination, and collective decision-making, transcending physical barriers and enhancing productivity. While computer-mediated communications offer numerous benefits, they also pose challenges and limitations. The absence of non-verbal cues and face-to-face interaction can lead to misinterpretations and misunderstandings (Sun and Liu, 2023).

In addition, issues related to privacy, security, and online harassment require careful consideration and management. Computer-mediated communications have transformed educational settings. Online learning platforms, virtual classrooms, and collaborative tools have expanded access to education and facilitated interactive and personalized learning experiences. The integration of computer-mediated communications in education has the potential to enhance engagement, collaboration, and knowledge sharing among students. The growing prevalence of computer-mediated communications necessitates ethical considerations. Protecting privacy, promoting responsible digital behavior, and addressing issues such as cyberbullying and data security are crucial for creating a safe and ethical digital environment.

As technology continues to evolve, computer-mediated communications will continue to shape communication practices. Advancements in artificial intelligence, virtual reality, and mobile technologies are likely to further transform the way individuals communicate and collaborate. Understanding these emerging trends and their implications will be important for harnessing the full potential of computer-mediated communications. Computer-mediated communications have revolutionized the way individuals interact, collaborate, and communicate in personal, professional, and educational contexts. They offer unprecedented connectivity, collaboration opportunities, and educational possibilities. Yet, challenges related to communication dynamics, privacy, and ethical considerations need to be addressed to maximize the benefits of computer-mediated communications in a rapidly evolving digital landscape.

CMC and AI have revolutionized how we communicate and learn in the classroom. In Nepal, these technological advancements have greatly influenced English language teaching. CMC refers to any form of communication facilitated using computers, such as email, chat rooms, discussion forums, and social media platforms (Chowdhury, [10]). On the other hand, AI involves using machines to perform tasks that would typically require human intelligence, such as natural language processing and machine learning.

Integrating CMC and AI in the English classroom in Nepal has several benefits. Firstly, it provides students access to information and resources to enhance their learning experience. For example, online dictionaries, grammar checkers, and translation tools can help students improve their vocabulary and writing skills. Secondly, CMC and AI can facilitate collaboration among students and teachers. Online discussion forums and video conferencing tools allow students to connect with their teachers outside the classroom. This can lead to more meaningful discussions and debates and increased student engagement [28]. Nevertheless, some challenges are associated with using CMC and AI in the English classroom in Nepal. One of the main challenges is the need for more access to technology and internet connectivity in some areas. This can limit the effectiveness of these tools for students who need access to them. Another challenge is the need for teachers to be trained to use these tools in their teaching practice effectively. Teachers can integrate CMC and AI into their lessons with proper training to enhance student learning. Integrating CMC and AI in the English classroom in Nepal has benefits and challenges. While these technological advancements can potentially enhance student learning and engagement, some limitations must be addressed. Teachers must receive proper training in effectively using these tools in their teaching practice and ensure that all students have access to the necessary technology and internet connectivity.