The research article “ESL Students’ Computer-Mediated Communication Practices” evaluates and analyses language learning practices based on computer-mediated communication (CMC). The author concentrates on the problem of joint activities and on “how a group of ESL students jointly constructed the context of their CMC activities through interactional patterns and norms” This topic is extremely interesting to theorists and practitioners because it helps to understand students’ communication and participation in e-learning activities and the best possible ways to design effective language practices. Computer-mediated communication use in language learning is catching on for training and education worldwide at all levels. Computer-mediated communication is not just a trendy word. It is a new approach built on what we have learned from developing and instructing with thirty years of computer-based methods and on what we know about how to help people learn. The concept of Computer-mediated communication is changing the way educators instruct and learn. At the same time, Computer-mediated communication is evolving, and it is likely that what we call e-learning today will be different in a few years. Previous studies discuss the context and environment of language learning and teaching, technologies, pedagogy, curriculum, and social discourses on CMC. The author hopes to add facts and data about the interactional patterns of ESL students, interactional norms the ESL students establishing, and answer the question “how do the ESL students utilize CMC activities for their linguistic, social, and academic goals?” (Shin 65). All the questions are specific and clear based on careful literature analysis and problems identified by previous studies. While inputs are important to the success of learning, they are only part of the story. Instructional designers should concentrate on outputs such as measured increases in job and business performance, either in the quality of goods and services produced or in the job satisfaction of employees producing those goods and services. Solid instruction is concentrated on what people need to learn to enhance their performance as students or workers. A better understanding of what constitutes successful learning and how to achieve it helps managers with the selection of courseware from vendors and helps instructional designers in the creation of materials. The research study follows an ecological Perspectives of Second Language Learning. Special attention is given to human learning processes and its environment perceived as “an integrated entity involving cognitive, social, and environmental elements” (Shin 66). The author uses interpretive parading of the research. This means that the article is based on personal experience, observational and interaction approaches. Inductive reasoning and deductive reasoning are both subsumed under scientific inquiry, yet they characterize a distinction between purely qualitative and purely quantitative methods. Student teachers’ quantitative ratings of their experiences on questionnaires followed interpretive analyses of their narrative responses. The research design is based on the ethnographic method. “This