scholarly journals Interactivity in Online Chat: Conversational Contingency and Response Latency in Computer-mediated Communication

2018 ◽  
Vol 23 (4) ◽  
pp. 201-221 ◽  
Author(s):  
Zijian Lew ◽  
Joseph B Walther ◽  
Augustine Pang ◽  
Wonsun Shin
Keyword(s):  
Response Latency ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Online Chat ◽  
Computer Mediated

Solidarity and Rapport in Social Interaction

2011 ◽  
pp. 934-946
Author(s):  
Jung-ran Park
Keyword(s):  
Social Interaction ◽  
Interpersonal Relationships ◽  
Social Distance ◽  
Common Ground ◽  
Computer Mediated Communication ◽  
Mutual Understanding ◽  
Mediated Communication ◽  
Online Chat ◽  
Computer Mediated ◽  
The Social

This chapter examines the way online language users enhance social interaction and group collaboration through the computer mediated communication (CMC) channel. For this, discourse analysis based on the linguistic politeness theoretical framework is applied to the transcripts of a real time online chat. Analysis of the data shows that online participants employ a variety of creative devices to signal nonverbal communication cues that serve to build interpersonal solidarity and rapport, as well as by seeking common ground and by expressing agreement online participants increase mutual understanding and harmonious social interaction. This sets the tone of positive interpersonal relationships and decreases the social distance among participants. In turn, this engenders solidarity and proximity, which enhances social interaction through the CMC channel.

Effects of Task Repetition on L2 Oral (in Written Form) Production in Computer-Mediated Communication

2014 ◽  
Vol 8 (supplement) ◽  
pp. 221-236 ◽  
Author(s):  
Pao-Ling Liao ◽  
Kuoen Fu
Keyword(s):  
Language Learning ◽  
User Interfaces ◽  
Computer Mediated Communication ◽  
Production Performance ◽  
Task Repetition ◽  
Mediated Communication ◽  
Online Chat ◽  
Positive Effects ◽  
Online Planning ◽  
Computer Mediated

The purpose of this study was to develop a three-phase integrative task-based course for achieving communicative effectiveness in two aspects. One aspect was to combine E-simulation with Facebook online chat in a computerised environment. E-activities may not only captivate participants and allow them to be immersed in friendly user interfaces, but also permit participants to engage in pre-task and online planning. Consequently, E-activities may enhance production performance in the complexity and accuracy dimensions, which were based on those described in previous studies. The other aspect was to observe the effects on the L2 production of learners according to the aforementioned computer-mediated communication (CMC) settings by manipulating task repetition. Whereas rehearsal can improve the performance of a task, it was also used to distinguish between the differences among tasks performed with the same partner or with a different partner. The theory of task-based language learning and teaching (TBLT) was investigated to determine whether further modification or extension was needed in these CMC settings. The results of this study showed that task repetition enhanced the performance of learners regarding syntactic variety and lexical complexity. Task repetition had more positive effects on the changed-partner group than it had on the same-partner group.

Chinese language learners’ anxiety toward chat partners in computer-mediated communication

2017 ◽  
Vol 52 (2) ◽  
pp. 127-147
Author(s):  
Yanlin Wang ◽  
Steven M. Crooks ◽  
Stefanie Borst
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Native Speakers ◽  
Chinese Language ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Online Chat ◽  
Computer Mediated ◽  
Significant Difference ◽  
Chinese Language Learners

Abstract Studies have shown foreign language anxiety (FLA) can negatively impact learners’ performance in the classroom, but learners experience less FLA during computer-mediated communication (CMC) activities. Although it has been documented that communicating with native speakers (NSs) can make foreign language learners more anxious, very few empirical studies have compared learners’ anxiety levels toward different online chat partners. The current study investigated intermediate Chinese language learners’ FLA in online text CMC activities chatting with NSs and non-native speakers (NNSs). The quantitative data analyses showed that there was a significant difference in the anxiety level between chatting with NSs and NNSs in text-based CMC: chatting with NSs made Chinese learners more anxious than chatting with NNSs. Language confidence and partner familiarity were the two main factors mediating the anxiety. Practical pedagogical implications and future research directions were discussed.

Chat Rooms for Language Teaching and Learning

2011 ◽  
pp. 947-968 ◽  
Author(s):  
Cheng-chao Su ◽  
Karen Garcia
Keyword(s):  
Teaching And Learning ◽  
Language Teaching ◽  
Computer Mediated Communication ◽  
Language Teachers ◽  
Chat Rooms ◽  
Mediated Communication ◽  
Online Chat ◽  
Survey Tool ◽  
Computer Mediated ◽  
Intelligent Computer

This chapter presents an overview of synchronous computer mediated communication (SCMC) platforms and identifies their hardware requirements. SurveyMonkey, an online survey tool, is featured as an example of how access to international communities of language teachers can be tapped to appraise the merits of chat tools for teaching and learning. Their review finds that Messengers are most widely used and popular because of their usefulness and friendly interface. Since most students are now using chat rooms, teachers must develop a better understanding of how to best utilize these systems in language teaching. Pedagogical methods are uncovered in order to ensure that best practices in the use of SCMC for language acquisition prevail. Trends in using online chat for teaching and learning are highlighted as advances in intelligent computer-assisted language learning (ICALL) contributes to what is becoming ICMC (intelligent computer mediated communication).

The Effect of Incentives on Knowledge Sharing in Computer-Mediated Communication: An Experimental Investigation

2006 ◽  
Vol 20 (1) ◽  
pp. 103-116 ◽  
Author(s):  
Eileen Z. Taylor
Keyword(s):  
Knowledge Sharing ◽  
Financial Incentives ◽  
Computer Mediated Communication ◽  
Accounting Students ◽  
Mediated Communication ◽  
Online Chat ◽  
Piece Rate ◽  
Computer Mediated ◽  
Incentive Structures ◽  
Amount Of Knowledge

Do financial incentives increase knowledge sharing in a computermediated environment? Thirty-six accounting students assigned to groups with different financial incentives (group, piece-rate, or tournament) searched for errors in accounting-related spreadsheets, with access to an online chat room they could use for helping others. The dependent variable was the amount of knowledge the students shared with others. Quantitative and qualitative data suggest that the group financial incentives inspired more knowledge sharing than did either tournament or piece-rate. Results suggest that managers should carefully consider incentive structures in computer-based systems because incentives potentially affect knowledge sharing.

Innovations and Motivations in Online Chat

2011 ◽  
pp. 917-933 ◽  
Author(s):  
Wengao Gong ◽  
Vincent B.Y. Ooi
Keyword(s):  
Computer Mediated Communication ◽  
Time Constraints ◽  
Mediated Communication ◽  
Online Chat ◽  
Face To Face ◽  
Computer Mediated ◽  
Efficient Communication ◽  
Social Motivations ◽  
Linguistic Innovation ◽  
To Come

This chapter examines the defining linguistic innovations and social motivations for one of the most popular modes of computer mediated communication: the online chat. Due to its nature of being largely synchronous, anonymous, and mainly text-based, online chat offers a social interactional environment where people can experience the feeling of making new friends or acquaintances, psychologically experiment with different identities, and explore new relationships without the shyness that face-to-face interaction can bring. The largely informal and recreational nature of online chat, together with the time constraints that force communicators to come up with interesting ways to sustain efficient communication, turns online chat into a frontier of linguistic innovation. In turn, this leads to a deeper understanding of the nature of online communities.

Differences between computer-mediated and face-to-face communication in a collaborative fiction project

2002 ◽  
Vol 1 (2) ◽  
pp. 303-326
Author(s):  
Radhika Kaushik ◽  
Susan Kline ◽  
Prabu David ◽  
D’Arcy John Oaks
Keyword(s):  
Social Presence ◽  
Collaborative Work ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Online Chat ◽  
Fiction Writing ◽  
Face To Face ◽  
Computer Mediated ◽  
The Face

In this paper we examine collaborative fiction writing in a face-to-face setting and in a computer-mediated environment (online chat). To understand the role of social presence in online collaborative work, participants were placed either in a high collaboration task that involved working toward a common storyline or a low collaboration task that involved working toward individual storylines. For the high collaboration task, although face-to-face was perceived as more convenient than computer-mediated communication, this preference did not translate into any difference in terms of the number of idea units generated. For the low collaboration task, where teammates pursued independent storylines, computer-mediated communication was preferred over face-to-face communication. Despite this preference for computer-mediated communication over face-to-face communication in the low collaboration task, participants in the face-to-face condition generated more idea units than those in the computer-mediated condition. These findings are examined within the framework of interactivity and social presence.

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