COmputer-Mediated Communication: A Test of the Impact of Social Cues on the Choice of Medium for Resolving Misunderstandings

2002 ◽  
Vol 31 (2) ◽  
pp. 205-222 ◽  
Author(s):  
Bolanle Olaniran
Keyword(s):  
Communication Technology ◽  
Computer Mediated Communication ◽  
Video Data ◽  
Nonverbal Cues ◽  
Interpersonal Interaction ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Willingness To Use ◽  
The Impact ◽  
E Mail

As communication technology improves, computer-mediated communication (CMC) increases in use for interpersonal interaction. While there are newer forms of CMC that interface with audio, graphic, and video data, for the most part text-based CMC (i.e., e-mail, IRC, other text chat) remains the most common and frequently used. The increased use of text-based CMC medium is not without its problems, as is the case with any other communication media. Text only CMC lacks the capacity to transmit nonverbal cues. This study explores CMC medium in communication misunderstandings. The findings indicate that although participants acknowledge the lack of nonverbal cues as a source of misunderstandings during interactions, they still express the willingness to use text-based CMC in resolving misunderstandings. This article also provides discussions, implications, and recommendations.

scholarly journals The impact of face systems on the pragmalinguistic features of academic e-mail requests

2017 ◽  
Vol 8 (1) ◽  
pp. 61-84 ◽  
Author(s):  
Erhan Aslan
Keyword(s):  
Computer Mediated Communication ◽  
Power Distance ◽  
Future Research ◽  
Mediated Communication ◽  
Computer Mediated ◽  
The Impact ◽  
E Mail

Abstract This study investigates the impact of power/distance (PD) variables operationalized as face systems on the pragmalinguistic features of academic e-mail requests. A corpus of 90 academic e-mails was classified into four face system groups: hierarchical (sender +P), hierarchical (recipient +P), deference, and solidarity. Request perspectives, strategies, and mitigating supportive moves were analyzed. The analysis revealed that the speaker and hearer dominance were the most frequent request perspectives in the hierarchical (recipient+P) and deference groups. The impersonal perspective was more common in the hierarchical (sender+P) group. The preparatory was the dominant request strategy in all groups, relatively more frequent in the hierarchical (recipient+P) and deference groups. The most common supportive move was the grounder, which occurred more frequently than other supportive moves. The findings of the study indicate that face systems influence the request patterns in academic e-mail communication. The study has implications for future research on pragmatics of computer-mediated communication (CMC).

scholarly journals Selective Self-Presentation on Video-Mediated Communication: A Study of Hyperpersonal Communication

2019 ◽  
Vol 12 (1) ◽  
Author(s):  
Palupi Palupi
Keyword(s):  
Communication Technology ◽  
Computer Mediated Communication ◽  
Structured Interview ◽  
Nonverbal Cues ◽  
Mediated Communication ◽  
Self Presentation ◽  
Communication Device ◽  
Computer Mediated ◽  
Web Camera ◽  
Device Technology

The development of Internet and communication technology has been increasing from time to time. Humans around the globe are connected to digital communication device. Technology has been growing and changing the way people communicate; from text-based computer-mediated communication to video-mediated communication. The study is conducted to determine whether the online users in VMC perform selective self-presentation under conditions when nonverbal cues are present and the interlocutor is not anonymous. This study is a qualitative research with semi-structured interview as its method. Findings in this study showed that participants perform selective self-presentation in VMC. By wearing veil for females or combing hair for males, tiding up the room and table, choosing certain place, also hiding something from the web camera scope are the ways they present themselves to obtain good impression and avoid bad impression from interlocutorsThe findings also discovered that participants perform selective self-presentation to ordinary friends, colleagues, or acquaintances with the same way and the same reason why they perform it when nonverbal cues are present. However, participants do not perform selective self-presentation to family and close friends.

E-mail communication and supervisor-subordinate exchange quality: an empirical study

2002 ◽  
Vol 21 (3) ◽  
pp. 193-204
Author(s):  
Albert H. Huang
Keyword(s):  
Interpersonal Relationships ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Path Diagram ◽  
Computer Mediated ◽  
Communication Frequency ◽  
The Impact ◽  
The Relationship ◽  
E Mail

The impact of computer-mediated communication (CMC) on organizational cultures and users has been the focus of many previous studies. In their attempts to explain the effects of CMC in organizational communications, particularly the effects of e-mail, information systems researchers have tested theories that originated in a number of disciplines. Among the effects of CMC, one potentially important issue is the relationship between subordinates and their supervisors. This study empirically examines the impact of e-mail usage on the quality of these exchanges, and attempts to measure the resulting depth of the interpersonal relationships established between knowledge workers and their immediate superiors. The results show that among several usage factors investigated, e-mail communication frequency has a more direct correlation to exchange quality than other factors, among them communication richness, which did not have significant correlation. A path diagram was developed to illustrate the relationships of the variables.

Culture and Language Learning in Computer-Enhanced or Assisted Language Learning

2010 ◽  
pp. 1482-1496
Author(s):  
Bolanle A. Olaniran
Keyword(s):  
Language Learning ◽  
Communication Technology ◽  
Computer Mediated Communication ◽  
Communication Technologies ◽  
Information Communication ◽  
Mediated Communication ◽  
Ict Use ◽  
Computer Mediated ◽  
Contextual Appropriateness ◽  
The Impact

This article explores computer-mediated communication (CMC) and information communication technology (ICT) use in language learning. More specifically, the article addresses the impact or implications of CMC tools for computer enhanced language learning. The article attempts to present a review of key literature in adaptation of communication technologies to teaching or learninglanguage in general and specifically second languageacquisition. The article stresses the need to understandculture and contextual appropriateness of language, thus, it argues for communication technology to be used as a secondary resource rather than a primary tool for languagelearners. The discussion addresses the dimensions of cultural variability with respect to language learning. At the same time, features of synchronous and asynchronous CMC were analyzed in the context of language learning. Finally, the article addresses implications for languagelearning in computer mediated communication or computerassisted environments.

What You Say and Where You Say It Matter: Effects of Facebook Message Publicity and Support Type on Evaluation of Support Message Quality

2021 ◽  
pp. 089443932110073
Author(s):  
Yining Malloch ◽  
Bo Feng
Keyword(s):  
Social Support ◽  
Emotional Support ◽  
Communication Channel ◽  
Computer Mediated Communication ◽  
Communication Model ◽  
Mediated Communication ◽  
Message Type ◽  
Computer Mediated ◽  
Tangible Support ◽  
The Impact

Guided by the masspersonal communication model, this study examined the impact of the communication channel (masspersonal vs. interpersonal) and support message type on evaluation of social support message quality in Facebook settings. An online factorial experiment with 480 participants revealed that support messages sent through interpersonal channels (e.g., private messaging) were perceived as higher in quality than those sent through masspersonal channels (e.g., status update). Regardless of channels, participants considered tangible support messages as higher quality than informational and emotional support messages. Implications for computer-mediated communication and social support theories and practices were discussed.

Virtual Partnerships: Engaging Students in E-service Learning Using Computer-mediated Communication

2017 ◽  
Vol 27 (1) ◽  
pp. 103-117 ◽  
Author(s):  
Usha S. Harris
Keyword(s):  
Service Learning ◽  
Computer Mediated Communication ◽  
Real Life ◽  
Information And Communications Technology ◽  
Working Environment ◽  
Mediated Communication ◽  
Global Citizens ◽  
Communication Processes ◽  
Computer Mediated ◽  
The Impact

Computer-mediated communication has important implications for future classroom learning which is no longer spatially bound or centred around text books. It has the ability to incorporate real-life learning whereby students can make important contributions towards solving global problems without having to leave the campus. This study looked at the impact of virtual communication processes and online tools on student and partner engagement in an on-campus undergraduate unit which enables Australian students to create communication campaigns for a non-government organization in India. The study found that the communication exchanges provided students with opportunities for intercultural dialogue, both in real and virtual spaces, and how to use Information and Communications Technology (ICT) and media within a social justice framework within a transnational working environment. Internet technologies have become part of the daily communication pattern of a new generation of students, who see it as their natural environment in which to learn, play and work. It is thus important to expand students’ use of the global digital network from superficial social interactions towards activities which enable them to become active and informed global citizens.

THE IMPACT OF RECASTS ON THE DEVELOPMENT OF PRIMARY STRESS IN A SYNCHRONOUS COMPUTER-MEDIATED ENVIRONMENT

2016 ◽  
Vol 39 (2) ◽  
pp. 257-285 ◽  
Author(s):  
Özgür Parlak ◽  
Nicole Ziegler
Keyword(s):  
Information Exchange ◽  
Computer Mediated Communication ◽  
Lexical Stress ◽  
Phonological Development ◽  
Mediated Communication ◽  
Primary Stress ◽  
Acoustic Correlates ◽  
Sentence Reading ◽  
Computer Mediated ◽  
The Impact

Although previous research has demonstrated the efficacy of recasts on second language (L2) morphology and lexis (e.g., Li, 2010; Mackey & Goo, 2007), few studies have examined their effect on learners’ phonological development (although see Saito, 2015; Saito & Lyster, 2012). The current study investigates the impact of recasts on the development of lexical stress, defined as the placement of emphasis on a particular syllable within a word by making it louder and longer, in oral synchronous computer-mediated communication (SCMC) and face-to-face (FTF) interaction. Using a pretest-posttest design, intermediate learners of English were randomly assigned to one of four groups: FTF recast, SCMC recast, FTF control, or SCMC control. Pre- and posttests consisted of sentence-reading and information-exchange tasks, while the treatment was an interactive role-play task. Syllable duration, intensity, and pitch were used to analyze learners’ development of stress placement. The statistical analyses of the acoustic correlates did not yield significant differences. However, the observed patterns suggest that there is need for further investigation to understand the relationship between recasts and development of lexical stress.

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