scholarly journals Critical success factors in a TRIDEM exchange

ReCALL ◽  
2007 ◽  
Vol 19 (2) ◽  
pp. 202-223 ◽  
Author(s):  
MIRJAM HAUCK
Keyword(s):  
Success Factors ◽  
Computer Mediated Communication ◽  
Target Language ◽  
Small Scale ◽  
Structured Interviews ◽  
Mediated Communication ◽  
Language Competence ◽  
Critical Success ◽  
Computer Mediated ◽  
French And English

Computer-mediated-communication (CMC) tools allowing learners to be in contact with native speakers of their target language in other locations are becoming increasingly flexible, often combining different modes of communication in a single web- and internet-based environment. The literature on telecollaborative exchanges reveals, however, that online intercultural communication between language learners “often fails to achieve the intended pedagogical goals” (O’Dowd & Ritter, 2006:624) and warns that “exposure and awareness of difference seem to reinforce, rather than bridge, feelings of difference” (Kern, 2000:256). Yet, research into the reasons for lack of success in CMC-based partnership-learning has, so far, only been carried out on a relatively small scale (see, for example, Thorne, 2005, Ware, 2005, O’Dowd & Ritter, 2006). In autumn 2005, students of French at Carnegie Mellon University (CMU), USA and adult learners of French at the Open University (OU), UK were joined by native French speakers studying for an MA in distance education at the Université de Franche Comté (UFC), France in a pilot Tridem project in which all participants worked on the completion of a series of collaborative tasks. The Tridem partners met over several weeks in an internet-mediated, audio-graphic conferencing environment. The project output, a shared reflection in French and English on cultural similarities and differences, took the form of several collaborative blogs. The paper draws on data from pre- and post-questionnaires, from the work published by the learners in the blogs and from post-treatment, semi-structured interviews with volunteer participants. Beyond considering some of the known factors influencing success and failure in CMC-based collaborations such as discrepancies in target language competence among learners, this article also explores affective issues and difficulties arising from varying levels of multimodal communicative competence. The insights gained are mapped against O’Dowd and Ritter’s (2006) ‘inventory of pitfalls’ in telecollaboration. The result is a tentative framework which allows those involved in setting up and running telecollaborative exchanges to gauge both degree and nature of some of the risks they are likely to encounter.

Agency and impoliteness in Korean online interactions

2019 ◽  
Vol 2 (2) ◽  
pp. 233-259
Author(s):  
Ariel Kim ◽  
Lucien Brown
Keyword(s):  
Social Norms ◽  
Computer Mediated Communication ◽  
Active Role ◽  
Text Messages ◽  
Small Scale ◽  
Mediated Communication ◽  
Naturally Occurring ◽  
Computer Mediated ◽  
Social Meanings

Abstract (Im)politeness research has often focused either on the importance of social norms or on the intentions of the speaker, with the active role of the listener in assigning social meanings overlooked. This limitation particularly applies to so-called “discernment languages” such as Korean and Japanese. The current paper addresses this gap by offering a small-scale qualitative study of recipient agency in Korean naturally occurring computer-mediated communication (CMC). The data analyzed includes 14 text messages between the recipient (the proprietor of an online food business) and his customer, which were posted on a blog that he owned and operated. We focus on how the recipient agentively evaluates the language usage of the customer, including inconsistent evaluations of her use of non-honorific language, or panmal. The results suggest that the instability of (im)politeness interpretations cannot be explained solely by social norms or intentions but should also include the socially-mediated agency of the recipient.

Cultural adaptation of web design services as critical success factor for business excellence

2014 ◽  
Vol 21 (2) ◽  
pp. 172-190 ◽  
Author(s):  
Armando Calabrese ◽  
Guendalina Capece ◽  
Francesca Di Pillo ◽  
Federico Martino
Keyword(s):  
Cultural Adaptation ◽  
Computer Mediated Communication ◽  
Web Design ◽  
Success Factor ◽  
Critical Success Factor ◽  
Mediated Communication ◽  
Content Type ◽  
Critical Success ◽  
Business Excellence ◽  
Computer Mediated

Purpose – The purpose of this paper is to examine whether cultural backgrounds of nations are expressed through the web design of their companies. Actually, it investigates whether, in countries characterized by the same cultural matrix and language but by different national backgrounds, the cultural specificities of a country are a critical success factor for web design and enablers of business excellence. Design/methodology/approach – Starting from a deep literature review, four research hypotheses on the relationship between cultural background and web design are formulated. By employing both the content analysis and the cross-tabulation methodology, these hypotheses are tested. Findings – Brazilian, Portuguese, Angolan and Macanese web sites show that companies operating in these countries are aware that cultural background is a necessary success factor to consider for improving cross-cultural management of computer-mediated communication. Indeed, the findings confirm that the internet is not a culturally neutral communication medium. By providing evidences of web site cultural adaptation, this study supports the use of a targeted approach to web site design and provides managerial guidelines for improving business excellence of companies’ online environment. Originality/value – The paper offers insights into the topic of a culturally adapted computer-mediated communication for improving consumer experience.

scholarly journals Self Potential Development Through Computer Mediated Communication on Instagram Application

2021 ◽  
Vol 8 (8) ◽  
pp. 112
Author(s):  
Grace Setyo Purwaningtyas ◽  
Pawito Pawito ◽  
Ismi Dwi Astuti Nurhaeni
Keyword(s):  
Communication Technology ◽  
Computer Mediated Communication ◽  
Human Interaction ◽  
The Internet ◽  
Structured Interviews ◽  
Mediated Communication ◽  
Face To Face ◽  
Internet Users ◽  
Computer Mediated ◽  
Self Potential

Communication technology and the internet  have developed quite rapidly from time to time. The development of communication  technology and the internet has changed the way human’s communication. Human interaction is no longer limited to face-to-face meetings, but has now shifted to interaction or communication using computer and internet media which are not limited to space and time. This mediated communication is known as Computer Mediated Communication (CMC). Communication through the CMC was developed by various application  providers to facilitate internet users in communicating, one of which is through the Instagram application. Text, images and videos are included in the type of computer mediated communication (CMC) interaction. The CMC interaction is used by internet users from various circles, including millennial mothers. This research was conducted to find out how the role of CMC in developing self-potential among millennial mothers. This research is a qualitative research using semi-structured interviews as a data collection method. The findings in this study indicate that informants are selective in presenting themselves through the selection of images, videos and descriptions before uploading on the Instagram page so that they are able to display their potential.

Extending talk on a prescribed discussion topic in a learner-native speaker eTandem learning task

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Emily Black
Keyword(s):  
Language Learners ◽  
Native Speaker ◽  
Computer Mediated Communication ◽  
Learning Task ◽  
Target Language ◽  
Mediated Communication ◽  
Interactional Competence ◽  
Computer Mediated ◽  
Video Calling ◽  
Audio Video

AbstractOpportunities for language learners to access authentic input and engage in consequential interactions with native speakers of their target language abound in this era of computer mediated communication. Synchronous audio/video calling software represents one opportunity to access such input and address the challenges of developing pragmatic and interactional competence (

Interactional Modifications in Internet Chatting

2009 ◽  
pp. 1390-1409
Author(s):  
Neny Isharyanti
Keyword(s):  
Language Acquisition ◽  
Classroom Environment ◽  
Language Production ◽  
Computer Mediated Communication ◽  
Target Language ◽  
College Level ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Esl Learners

Studies in computer-mediated communication (CMC) have shown that it has the potential to provide opportunities for ESL learners to actively participate in communication using the target language, to notice inter-language gaps in their language production, and to negotiate meaning by the use of interactional modifications (IMs). The use of certain types of communication tasks also seems to play an important role in how to increase the quantity and quality of interactions among learners. Such a role is believed to affect the effectiveness of language acquisition. This chapter reports the findings of a study that investigates Internet chatting interactions between 28 college-level Indonesian non-native speakers (NNSs) of English using two different communicative language tasks, a jigsaw task and a decision- making task, which are believed to facilitate language acquisition. The main aim of this chapter is to discuss how the differences in tasks may generate different frequencies and types of IMs, as well as the possibilities of employing the results of the study in a classroom environment.

Teaching second language pragmatics in the current era of globalization: An introduction

2021 ◽  
pp. 136216882110649
Author(s):  
Ariadna Sánchez-Hernández ◽  
Júlia Barón
Keyword(s):  
Second Language ◽  
Computer Mediated Communication ◽  
Target Language ◽  
Mediated Communication ◽  
Implicit Instruction ◽  
Second Languages ◽  
Computer Mediated ◽  
Cultural Boundaries ◽  
Multilingual Societies ◽  
Second Language Pragmatics

The increasing mobility of speakers of different languages to different countries, together with the globalized world we live in, have led to multilingual societies in which linguistic exchanges between both native and non-native speakers have become a very common practice. This reality emphasizes the need to help learners of foreign and second languages become not only linguistically competent but also pragmatically competent, in order not to sound impolite or inappropriate in the target language. Addressing this need, studies in interlanguage pragmatics (ILP) have explored which methodology is most effective for teaching pragmatics. Earlier ILP studies compared explicit versus implicit instruction, highlighting the key role of explicit metapragmatic explanations. More recently, scholars have investigated how to create opportunities to for authentic pragmatic practice inside the classroom. To do so, some studies have implemented task-based language teaching to provide students with goal-oriented meaningful activities that address their real-world needs. Other studies have incorporated technology-enhanced materials such as simulated immersive environments and computer-mediated communication to promote students’ engagement in authentic use of the language beyond the classroom. Another current concern in L2 pragmatic instruction is how to account for the emergence of English as an International Language (EIL), and the consequent need to guide learners into acquiring language as a tool to mediate across linguistic and cultural boundaries. Different studies have adopted an EIL perspective, proposing the enhancement of students’ metapragmatic awareness and strategies to deal with the hybrid nature of English and its associated varieties and cultures. The special issue ‘Teaching second language pragmatics in the current era of globalization’ aims to illustrate such current trends, with six contributions by distinguished scholars in the field of L2 pragmatics from all over the globe.

Interactional Modifications in Internet Chatting

2011 ◽  
pp. 271-290
Author(s):  
Neny Isharyanti
Keyword(s):  
Language Acquisition ◽  
Classroom Environment ◽  
Language Production ◽  
Computer Mediated Communication ◽  
Target Language ◽  
College Level ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Esl Learners

Studies in computer-mediated communication (CMC) have shown that it has the potential to provide opportunities for ESL learners to actively participate in communication using the target language, to notice inter-language gaps in their language production, and to negotiate meaning by the use of interactional modifications (IMs). The use of certain types of communication tasks also seems to play an important role in how to increase the quantity and quality of interactions among learners. Such a role is believed to affect the effectiveness of language acquisition. This chapter reports the findings of a study that investigates Internet chatting interactions between 28 college-level Indonesian non-native speakers (NNSs) of English using two different communicative language tasks, a jigsaw task and a decision- making task, which are believed to facilitate language acquisition. The main aim of this chapter is to discuss how the differences in tasks may generate different frequencies and types of IMs, as well as the possibilities of employing the results of the study in a classroom environment.

scholarly journals “You’re Not Being Serious Enough!”: Renegotiating Relationships during Lockdown

2021 ◽  
Vol 14 (1) ◽  
pp. 75-93
Author(s):  
Lauren Dempsey
Keyword(s):  
Computer Mediated Communication ◽  
Professional Relationships ◽  
Structured Interviews ◽  
Mediated Communication ◽  
Face To Face ◽  
Familiar Face ◽  
Computer Mediated ◽  
The Moment ◽  
Insight Into ◽  
At Home

The outbreak of COVID-19 in 2020 led to a UK lockdown, where citizens were asked to stay at home for an undefined period. This forced people to make sudden decisions regarding where to live and who they would not see. Through 18 semi-structured interviews with individuals aged 27-72, this paper explores how people maintained friend-based, romantic, familial and professional relationships during lockdown in Spring 2020. The enforced separation following lockdown motivated people to reconsider how they conducted relationships in and outside the home. Within the household, people verbally and physically renegotiated boundaries to ensure relationship harmony. Computer-mediated communication (CMC) was utilised to maintain connections with estranged relationships, as people accessed new platforms to replicate familiar face-to-face (F2F) processes online. This article considers the disruption to relationships experienced during this time, providing an in-the-moment insight into the use of CMC in maintaining relationships during the first UK lockdown.

Self-Denigration in 21st Century Chinese

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Dániel Z. Kádár ◽  
Ling Zhou
Keyword(s):  
21St Century ◽  
Language Use ◽  
Computer Mediated Communication ◽  
The Self ◽  
Structured Interviews ◽  
Mediated Communication ◽  
Online Interactions ◽  
Computer Mediated

AbstractThe present paper aims to explore the characteristics of the self-denigration phenomenon in present-day Chinese, hence revisiting a key Chinese linguacultural phenomenon from a contemporary angle. We investigate the following understudied phenomenon: Self-denigration has changed together with Chinese interpersonal language use and interactional technologies, and is currently being used in remarkably innovative ways, in particular in the domain of online interactions. While various historical self-denigrating forms have remained in use, significantly more newly invented ones have gained popularity. We argue that the cluster of self-denigrating forms used in present-day Chinese can fulfil a variety of sociopragmatic functions. Some of these functions - such as showing off - paradoxically contradict with the conventional understanding of self-denigration as a ceremonial form of deference behaviour expressing modesty. Our investigation is based on data drawn from computer-mediated communication (CMC), as well as semi-structured interviews.

scholarly journals The effects of international email and Skype interactions on computer-mediated communication perceptions and attitudes and intercultural competence in Taiwanese students

2019 ◽  
Vol 35 (1) ◽  
Author(s):  
Shih-Yin Stella Hsu ◽  
Robert E. Beasley
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Intercultural Competence ◽  
Computer Mediated Communication ◽  
Online Discussions ◽  
Target Language ◽  
Mediated Communication ◽  
Perceptions And Attitudes ◽  
Computer Mediated ◽  
The Usa

Learners in an English as a foreign language (EFL) context seldom have the opportunity to interact with people from other cultures and experience intercultural communication in English to foster their intercultural competence (IC), whether inside or outside of the classroom. In an effort to create a brand new opportunity to boost target language interactions, this study utilised two computer-mediated communication (CMC) tools, namely email and Skype, to involve Taiwanese EFL university students in an intercultural project to discuss interesting and cultural topics with university students from the USA. Data were collected from Taiwanese students’ reflective journals, a post-project questionnaire, and interviews. The study’s results indicate that despite encountering numerous problems initially, Taiwanese students eventually have strong positive perceptions and attitudes toward intercultural CMC learning experiences, which can facilitate efficient online discussions with native speakers of the target language and can promote IC. Thus, endeavours to implement such expedient, innovative, and beneficial methods in foreign language courses are encouraged.

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