Collaborative dialogue in synchronous computer-mediated communication and face-to-face communication

ReCALL ◽  
2017 ◽  
Vol 29 (3) ◽  
pp. 257-275 ◽  
Author(s):  
Gang Zeng
Keyword(s):  
Foreign Language ◽  
Computer Mediated Communication ◽  
Future Research ◽  
Collaborative Dialogue ◽  
Mediated Communication ◽  
Face To Face ◽  
Modality Effects ◽  
Computer Mediated ◽  
Efl Students

AbstractPrevious research has documented that collaborative dialogue promotes L2 learning in both face-to-face (F2F) and synchronous computer-mediated communication (SCMC) modalities. However, relatively little research has explored modality effects on collaborative dialogue. Thus, motivated by sociocultual theory, this study examines how F2F compares with SCMC regarding the generation of collaborative dialogue specifically in terms of its frequency and nature. Thirty-two Chinese English as a foreign language (EFL) students participated in this study and completed two types of collaborative tasks (i.e. dictogloss and jigsaw) in dyads in both modalities. The analyses of learners’ exchanges focused on language-related episodes (LREs), the instantiation of collaborative dialogue. The identified LREs were categorized based on their focus, outcome and type. A follow-up questionnaire was conducted to elicit students’ perspectives. The results revealed that LREs were more frequent in SCMC than in F2F. Furthermore, the analyses of the nature of LREs indicated some cross-modality differences: whereas SCMC LREs had the features of orthographical, correct and self-correction outcomes, F2F LREs were characterized by incorrect and request for assistance outcomes. Pedagogical implications and suggestions for the future research were also discussed.

Cyber Conflict and Management

2012 ◽  
pp. 1088-1095
Author(s):  
Kumi Ishii ◽  
Brittany R. Black
Keyword(s):  
Daily Life ◽  
Computer Mediated Communication ◽  
Online Communication ◽  
Future Research ◽  
Mediated Communication ◽  
Research Directions ◽  
Face To Face ◽  
Computer Mediated ◽  
Future Research Directions ◽  
Cyber Conflict

With the diffusion of networked technology in our society, online communication has become an integral part of daily life, and conflict no longer occurs only in face-to-face (FtF) contexts. Many people experience cyber conflict (i.e., a perceived incompatibility of goals among two or more cyber parties over computer-mediated communication (CMC) or online communication) and manages it online. While research in this significant and emerged topic is scattered across contexts and disciplines, this chapter provides preliminary knowledge by discussing the antecedents and outcomes of cyber conflict as well as factors that affect cyber conflict management. The chapter also offers future research directions.

scholarly journals The Effect of Peer-Collaborative Dialogue on Saudi EFL Students’ Reading Comprehension in Synchronous Computer-Mediated Communication

2020 ◽  
Author(s):  
Ghada Al-Mutrafi
Keyword(s):  
Reading Comprehension ◽  
Computer Mediated Communication ◽  
Female Students ◽  
T Test ◽  
Collaborative Dialogue ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Efl Students ◽  
Reading Activities ◽  
Experimental Group

This study investigated the effect of peer collaborative dialogue carried out in the text-based synchronous computer-mediated communication (SCMC) on the reading comprehension of EFL female students. Additionally, the study elicited EFL students’ attitudes toward dyadic collaborative their discussions in SCMC during reading comprehension activities. The sample of the study comprised 36 Saudi EFL female students at Shaqra University. They were divided into two groups: an experimental group consisting of 18 students, forming nine pairs, to perform reading activities dialogically in Moodle and a control group of 18 students to perform reading activities individually in classrooms. The researcher used pre-post reading comprehension tests and a scale of SCMC-based dialogical collaborative reading attitudes. as research instruments to collect data. Data were analyzed using means and standard deviation, an independent sample t-test, a paired sample t-test, an Analysis of Variance test (ANOVA) and a one sample t-test. The findings revealed that there was a statistically significant improvement in the post-test average scores of the experimental group, which indicated the effectiveness of text-based dyadic collaborative dialogue on reading comprehension. Additionally, compared to other reading skills, making inferences skill was revealed to be the skill most affected by dyadic dialogues in SCMC. Besides, the participants exhibited positive attitudes toward their collaborative dialogues with peers in SCMC to foster their reading comprehension. Finally, pedagogical implementations and recommendations for future studies were suggested to explore the area of SCMC-based collaborative dialogue on language learning

The effect of modality on oral task performance in voice, video, and VR-based environments

2021 ◽  
Vol PCP2020 (1) ◽  
pp. 128
Author(s):  
Hayato Tokutake ◽  
James York ◽  
Hiroshi Nakayama
Keyword(s):  
Computer Mediated Communication ◽  
Structural Complexity ◽  
Oral Communication ◽  
Future Research ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated ◽  
Analysis Of Results ◽  
The Difference ◽  
Face To Face Instruction

Synchronous computer-mediated communication (SCMC) is a topic of great interest in CALL literature where research has investigated the effectiveness of SCMC compared to traditional face-to-face instruction. However, there are few studies that investigate the intrinsic differences in SCMC modes, particular in terms of their effect on oral communication. At the JALTCALL 2019 conference, we introduced research which assessed the anxiety-reducing affordances of VR. This year we presented results of a follow-up study which focused on the effect of SCMC modality on learners’ speaking performance. 30 participants (15 pairs) completed a spot-the-difference task within three different SCMC modes: voice, video, and virtual reality (VR). Using the complexity, accuracy, and fluency (CAF) model, participants’ oral task performances were analysed. Results suggest that the voice mode promoted the highest structural complexity, however, the VR mode promoted the highest lexical complexity. Findings therefore suggest that different modes of communication may be used to focus on different skill development. Additionally, practitioners should consider how modality affects learner anxiety and choose the most appropriate system for their students and needs. This paper introduces the VR system, a detailed analysis of results, pedagogical implications, and future research directions for the use of VR in language teaching contexts.

Sense of Virtual Community

2011 ◽  
pp. 101-115
Author(s):  
Blanchard ◽  
Blanchard
Keyword(s):  
Virtual Communities ◽  
Computer Mediated Communication ◽  
Virtual Community ◽  
Future Research ◽  
Mediated Communication ◽  
Face To Face ◽  
Virtual Groups ◽  
Computer Mediated ◽  
To Come ◽  
Or Organization

Sense of virtual community is an important component of successful virtual communities. Defined as members’ feelings of belonging, identity, and attachment with each other in computer-mediated communication, sense of virtual community distinguishes virtual communities from mere virtual groups. Sense of virtual community is believed to come from members’ exchange of social support as well as creating their own identity and learning the identity of others members. It is believed to lead to positive outcomes such as increased satisfaction and communication with the virtual community as well as to greater trust and social capital in the larger face-to-face community or organization. Future research will be able to further develop the theoretical and empirical contributions of sense of virtual community in computer-medication communication research.

Sense of Virtual Community

2011 ◽  
pp. 325-338 ◽  
Author(s):  
Anita Blanchard
Keyword(s):  
Virtual Communities ◽  
Computer Mediated Communication ◽  
Virtual Community ◽  
Future Research ◽  
Mediated Communication ◽  
Face To Face ◽  
Virtual Groups ◽  
Computer Mediated ◽  
To Come ◽  
Or Organization

Sense of virtual community is an important component of successful virtual communities. Defined as members’ feelings of belonging, identity, and attachment with each other in computer-mediated communication, sense of virtual community distinguishes virtual communities from mere virtual groups. Sense of virtual community is believed to come from members’ exchange of social support as well as creating their own identity and learning the identity of others members. It is believed to lead to positive outcomes such as increased satisfaction and communication with the virtual community as well as to greater trust and social capital in the larger face-to-face community or organization. Future research will be able to further develop the theoretical and empirical contributions of sense of virtual community in computer-medication communication research.

Computer-Mediated Communication and Mental Health

2020 ◽  
pp. 78-110
Author(s):  
Adrian Meier ◽  
Emese Domahidi ◽  
Elisabeth Günther
Keyword(s):  
Mental Health ◽  
Computer Mediated Communication ◽  
Well Being ◽  
Future Research ◽  
Mediated Communication ◽  
Disciplinary Boundaries ◽  
Emerging Trends ◽  
Computer Mediated ◽  
The Relationship ◽  
Systematic Database

The relationship between computer-mediated communication (e.g., Internet or social media use) and mental health has been a long-standing issue of debate. Various disciplines (e.g., communication, psychology, sociology, medicine) investigate computer-mediated communication in relation to a great variety of negative (i.e., psychopathology) and positive (i.e., well-being) markers of mental health. We aim at charting this vast, highly fragmented, and fast growing literature by means of a scoping review. Using methods of computational content analysis in conjunction with qualitative analyses, we map 20 years of research based on 1,780 study abstracts retrieved through a systematic database search. Results reveal the most common topics investigated in the field, as well as its disciplinary boundaries. Our review further highlights emerging trends in the literature and points to unique implications for how future research should address the various relationships between computer-mediated communication and mental health.

Social Bonding in Initial Acquaintance: Effects of Modality and Modality Order

2021 ◽  
pp. 019027252110302
Author(s):  
Susan Sprecher
Keyword(s):  
Mixed Mode ◽  
Social Bonds ◽  
Computer Mediated Communication ◽  
Positive Outcomes ◽  
Perceived Similarity ◽  
Mediated Communication ◽  
Face To Face ◽  
Perceived Responsiveness ◽  
Computer Mediated ◽  
Mode Interactions

In this experimental study, unacquainted dyads engaged in a get-acquainted task using two modes of communication across two segments of interaction. The dyads either first disclosed in text-based computer-mediated communication (CMC) and then disclosed face-to-face (FtF) or the reverse. The participants completed reaction measures after each segment of interaction. After the first segment, dyads who communicated FtF reported more positive outcomes (e.g., liking, closeness) than dyads who engaged in CMC. Furthermore, dyads who began in CMC and then transitioned to FtF increased in their positive reactions, whereas dyads who began in FtF and transitioned to CMC either experienced no change (in liking, closeness, and perceived similarity) or experienced a decrease (in fun/enjoyment and perceived responsiveness). Implications of the results are discussed both for the classic social psychology question of how people become acquainted and for current interest in how mixed-mode interactions generate social bonds that can help meet belonging needs.

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