Task-based interactional sequences in different modalities

2020 ◽  
Vol 2 (2) ◽  
pp. 174-198
Author(s):  
Xiaofei Tang
Keyword(s):  
Language Use ◽  
Computer Mediated Communication ◽  
Learning Opportunities ◽  
The Other ◽  
Interaction Data ◽  
Potential Influence ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated ◽  
L2 Learning

Abstract Recent research on Task-Based Language Teaching (TBLT) showed the efficacy of using computer-mediated communication (CMC) to promote second language (L2) learning (Ziegler, 2016). However, few studies compared the interactional sequences during task-based interaction across different modalities (e.g., oral and written chat). It is thus not clear how different task modalities mediate task-based interaction and L2 learning opportunities. To fill this gap, this study compared CMC written chat and face-to-face (FTF) oral chat for interactional sequences during decision-making tasks. Participants were 20 learners of Chinese (high-elementary to intermediate level) in a U.S. university. Ten participants completed the tasks in CMC, while the other 10 completed the same tasks in FTF. The interaction data were analyzed for frequency and patterns of interactional strategies. Three types of interactional sequences emerged in both groups: orientating to tasks, suggesting actions and evaluating suggestions. CMC participants suggested actions more frequently than FTF participants. While both groups predominantly agreed with proposed suggestions, CMC dyads expressed disagreement three times more than FTF dyads. CMC dyads also used more utterances to manage task progress. Findings are discussed in terms of the interactional organizations and their potential influence on task-based language use in different modalities.

Zur Verschriftung mündlich tradierter Sprachen in sozialen Netzwerken: Der Gebrauch des Tarifit auf Facebook

Glottotheory ◽  
2016 ◽  
Vol 7 (2) ◽  
Author(s):  
Naima Tahiri
Keyword(s):  
New Media ◽  
Language Use ◽  
Native Speakers ◽  
Computer Mediated Communication ◽  
The Other ◽  
Writing System ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Arabic Script ◽  
Group Members

AbstractIt isn’t particularly difficult to use one’s own language in computer-mediated communication, when the language has a written culture. However, the situation is different, when the language is only an orally transmitted language and one wants to use it for communication in New Media. There is a lack of unified rules, to which one can orientate oneself. The native speakers of Tarifit, who want to use their language in computer-mediated communication as well (like in Facebook groups), are in such a situation. There are many Facebook groups of Rifian Berbers, but the communication within these groups is usually not only in Tarifit. In groups with cultural topics on the other hand, a dominance of Tarifit can be observed. This includes groups, which have been created specifically for the culturally typical rhyme-songs of the Rif, the so-called “izran”.The analysed corpus of the present study originates from such a group. The initiated standardization processes for Berber in Morocco have not had any impact on the language use in social networks yet. The Berber script Tifinagh, introduced in Morocco’s education system in 2003, has never been used for communication between group members. The Arabic script is rarely used. This behavior can have different reasons, which are discussed below. It can be observed, that the Latin writing system is often chosen for the notation of Tarifit. Instead of using diacritics, the Latin characters are complemented by Arabic numerals when certain sounds have no corresponding graphemes. The choice of the writing system requires a constant assignment of graphemes to the sounds, but the notations are often characterized by the absence of uniform spelling and by neutralisations between phonemes.

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.

SYNCHRONOUS COMPUTER-MEDIATED COMMUNICATION AND INTERACTION

2015 ◽  
Vol 38 (3) ◽  
pp. 553-586 ◽  
Author(s):  
Nicole Ziegler
Keyword(s):  
Learning Outcomes ◽  
Meta Analysis ◽  
Computer Mediated Communication ◽  
Relative Effectiveness ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated ◽  
Communication Modes ◽  
L2 Development ◽  
Small Advantage

The current study reports on a meta-analysis of the relative effectiveness of interaction in synchronous computer-mediated communication (SCMC) and face-to-face (FTF) contexts. The primary studies included in the analysis were journal articles and dissertations completed between 1990 and 2012 (k = 14). Results demonstrate that interaction in SCMC and FTF had a significant impact on second language (L2) development, providing further support for previous research demonstrating the efficacy of interaction in both communication modes (e.g., Mackey & Goo, 2007; Pellettieri, 2000; Smith, 2004, 2005). There was also a small advantage for interaction in SCMC on measures of overall L2 learning outcomes, with additional analyses indicating a small advantage for SCMC interaction on productive and written measures and a small advantage for FTF interaction on receptive and oral learning outcomes. Interestingly, there were no significant differences between SCMC and FTF, suggesting the mode of communication has no statistically significant impact on the positive developmental benefits associated with interaction.

scholarly journals What the differences in conflict between online and face-to-face work groups mean for hybrid groups: A state-of-the-art review

2020 ◽  
Vol 8 ◽  
pp. 51-77
Author(s):  
Jessica Kahlow ◽  
Hanna Klecka ◽  
Erin Ruppel
Keyword(s):  
Group Performance ◽  
Work Groups ◽  
Leadership Behaviors ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Online Groups ◽  
Face To Face ◽  
Computer Mediated ◽  
Performance Satisfaction ◽  
Task Oriented

Conflict has been a topic widely studied in communication and management studies literature. How groups handle conflict can affect group performance, satisfaction, and commitment (Martínez-Moreno, González-Navarro, Zornoza, & Ripoll, 2009; Pazos, 2012; Staples & Webster, 2007; Workman, 2007). Much of this literature focuses on online, task-oriented work groups, and how these groups differ from face-to-face (F2F) groups. However, hybrid groups (i.e., those that work both F2F and online) are increasingly common. To better understand conflict in hybrid groups, we review 68 articles regarding online, hybrid, and F2F groups that highlight the differences between F2F and online groups and consider what these differences mean for hybrid groups. In doing so, we identify several emergent themes related to how conflict is managed in online and hybrid groups. The literature suggests that there are many benefits to online and hybrid groups, such as the ability to assemble more diverse teams and work asynchronously, but that conflict is also more common in online than F2F groups. Strong norms and leadership behaviors that encourage trust and cohesion appear to reduce conflict and its effects on group performance and decision making, especially in online groups. These findings suggest that in hybrid groups, F2F meetings might be used to quickly establish group norms, trust, and cohesion, which can then improve online group interactions. However, more research is needed to understand how conflict occurs and is managed in hybrid groups. Future communication research should focus on examining conflict management in hybrid groups using computer-mediated communication perspectives.

scholarly journals A Skype-Buddy Model for Blended Learning

2018 ◽  
pp. 340-357
Author(s):  
Carmen E. Macharaschwili ◽  
Linda Skidmore Coggin
Keyword(s):  
Higher Education ◽  
Educational Experiences ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Communication Tools ◽  
Face To Face ◽  
Computer Mediated ◽  
Buddy System ◽  
Education Degree ◽  
Virtual Face

Universities are challenged with providing quality educational experiences that meet students' needs for engagement and collaboration. The availability of computer-mediated communication tools provides opportunities for such needs to be met as well as allows students the opportunity to complete higher education degree requirements in virtual environments This chapter discusses how Voice over Internet Protocol (VoIP) was used in a unique Skype-Buddy system to provide virtual face-to-face participation in traditional doctoral classrooms. Students' and professors' satisfaction, benefits, challenges, and surprises in this system are examined. Results and recommendations from this study are applicable in undergraduate and secondary level classrooms.

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