scholarly journals Task complexity effects on the complexity and accuracy of writing via text chat

2020 ◽  
Author(s):  
R Adams ◽  
NA Nik Mohd Alwi ◽  
Jonathan Newton
Keyword(s):  
Task Complexity ◽  
Computer Mediated Communication ◽  
Writing To Learn ◽  
Student Writing ◽  
Task Structure ◽  
Mediated Communication ◽  
Text Chat ◽  
Computer Mediated ◽  
Key Issues ◽  
A Site

© 2015 Elsevier Inc. Despite limitations with text chat as a mode of writing (e.g., a simplified register, short turns), researchers have argued that it offers unique advantages as a site for language practice. However, realizing these advantages in second language (L2) writing-to-learn environments may depend on whether tasks are implemented in a way that facilitates learners' attention to language form in their writing. It follows that the design and selection of appropriate tasks to use in Computer-Mediated Communication (CMC) are key issues. Inspired by the Cognition Hypothesis (. Robinson, 2005), the current study examined the role of two instructional interventions related to task implementation-the amount of task structure and inclusion of language support-in promoting accurate and complex writing via text chat by L2 learners in a classroom setting. Data were collected from 96 students performing an engineering simulation task via text chat. The learners were placed in one of four counterbalanced experimental groups. Analysis of the chat exchanges provided evidence that task complexity influenced the accuracy of student writing in line with the Cognition Hypothesis. However, the influence of task complexity on the linguistic complexity of their writing failed to match predictions of the Cognition Hypothesis.

scholarly journals Task complexity effects on the complexity and accuracy of writing via text chat

2020 ◽  
Author(s):  
R Adams ◽  
NA Nik Mohd Alwi ◽  
Jonathan Newton
Keyword(s):  
Task Complexity ◽  
Computer Mediated Communication ◽  
Writing To Learn ◽  
Student Writing ◽  
Task Structure ◽  
Mediated Communication ◽  
Text Chat ◽  
Computer Mediated ◽  
Key Issues ◽  
A Site

© 2015 Elsevier Inc. Despite limitations with text chat as a mode of writing (e.g., a simplified register, short turns), researchers have argued that it offers unique advantages as a site for language practice. However, realizing these advantages in second language (L2) writing-to-learn environments may depend on whether tasks are implemented in a way that facilitates learners' attention to language form in their writing. It follows that the design and selection of appropriate tasks to use in Computer-Mediated Communication (CMC) are key issues. Inspired by the Cognition Hypothesis (. Robinson, 2005), the current study examined the role of two instructional interventions related to task implementation-the amount of task structure and inclusion of language support-in promoting accurate and complex writing via text chat by L2 learners in a classroom setting. Data were collected from 96 students performing an engineering simulation task via text chat. The learners were placed in one of four counterbalanced experimental groups. Analysis of the chat exchanges provided evidence that task complexity influenced the accuracy of student writing in line with the Cognition Hypothesis. However, the influence of task complexity on the linguistic complexity of their writing failed to match predictions of the Cognition Hypothesis.

scholarly journals Writing to learn via text chat: Task implementation and focus on form

2020 ◽  
Author(s):  
A Nik ◽  
R Adams ◽  
Jonathan Newton
Keyword(s):  
Language Learning ◽  
Collaborative Work ◽  
Computer Mediated Communication ◽  
Task Structure ◽  
Technology Enhanced Learning ◽  
Mediated Communication ◽  
Text Chat ◽  
Linguistic Form ◽  
Writing Group ◽  
L2 Development

Research has shown that task-based computer-mediated communication (CMC) can foster attention to linguistic form in ways that may promote language learning (c.f., Blake, 2000; Smith, 2003, 2005). However, relatively little research has investigated how differences in the way that tasks are used in CMC settings influence learning opportunities during the task. In an attempt to shed light on the manner in which second language (L2) writing may contribute to L2 development, this chapter presents an empirical study of how two implementation features (degree of task structure and provision of language support) of a writing group task in simultaneous text-CMC influenced learner attention to linguistic form. The analysis draws on data from text chat performance and post-task group interviews to illustrate how aspects of task implementation in a technology-enhanced learning environment may promote attention to language expression and encourage collaborative work on language errors during writing task performance. © 2012 Elsevier Inc..

Computational and Engineering Issues in Human Computer Interaction Systems for Supporting Communication in African Languages

2010 ◽  
pp. 876-889 ◽  
Author(s):  
Tunji Odejobi ◽  
Tunde Adegbola
Keyword(s):  
Research And Development ◽  
Computer Mediated Communication ◽  
African Language ◽  
Mediated Communication ◽  
African Languages ◽  
Language Discourse ◽  
Development Agenda ◽  
Computer Mediated ◽  
Key Issues ◽  
Language Technologies

The computational and engineering issues surrounding the development of computer-mediated communication (CMC) technologies for supporting African language discourse is the focus of this presentation. The thesis of this presentation is that, to obtain acceptable results, services for supporting CMC intended for use in African environment should exploit and implement language technologies developed around African languages and cultures. We discuss the key issues relevant to achieving this as well as the technicalities and strategies for its realisation. The aim of this presentation is to motivate and impel a robust, well articulated, research and development agenda on African language technologies relevant to CMC.

Transmedia Communication

2013 ◽  
pp. 15-32
Author(s):  
Sharon Stoerger
Keyword(s):  
Continuing Education ◽  
Virtual Worlds ◽  
Second Life ◽  
Computer Mediated Communication ◽  
Educational Communication ◽  
Mediated Communication ◽  
Text Chat ◽  
Computer Mediated ◽  
The Media ◽  
Education Courses

Virtual worlds have the potential to foster new forms of educational communication among students and their instructors. These digital exchanges in virtual worlds are facilitated by computer-mediated communication (CMC) tools such as text-based media and Voice over Internet Protocol (VoIP). This chapter will investigate the media that were used to support student-instructor interactions in three continuing education courses situated in Second Life (SL). Based on these observations, text chat was more effective than VoIP at supporting educational discussions during these class sessions.

Cyber-Aztecs and Cholo-Punks: Guillermo Gómez-Peña's Five-Worlds Theory

PMLA ◽  
2002 ◽  
Vol 117 (1) ◽  
pp. 43-67 ◽  
Author(s):  
Thomas Foster
Keyword(s):  
Mexican American ◽  
New Technologies ◽  
Computer Mediated Communication ◽  
Border Crossing ◽  
The Internet ◽  
Mediated Communication ◽  
Computer Mediated ◽  
The Status ◽  
Recent Developments ◽  
A Site

In the study of postmodern technocultures, including computer-mediated communication and popular narratives about cyberspace, the status of embodiment has emerged as a key question, especially in the context of popular rhetorics that imagine the Internet as a site of freedom from embodied particularity. But while analyses of gender bending and sexual performance on the Internet abound, the future of race in cyberspace has been relatively neglected. This essay traces recent developments in the work of the Mexican American performance artist Guillermo Gómez-Peña, whose earlier interests in immigration, transnationalism, and border-crossing art have increasingly led him to reflect on the promises and dangers cyberspace poses for racially minoritized groups, to the extent that people who use or study the Internet fantasize cyberspace as a site of subjective border crossing and identity play. The essay looks at the theme of virtual reality in specific performances and at Gómez-Peña's incorporation of new technologies into his work.

scholarly journals Writing to learn via text chat: Task implementation and focus on form

2020 ◽  
Author(s):  
A Nik ◽  
R Adams ◽  
Jonathan Newton
Keyword(s):  
Language Learning ◽  
Collaborative Work ◽  
Computer Mediated Communication ◽  
Task Structure ◽  
Technology Enhanced Learning ◽  
Mediated Communication ◽  
Text Chat ◽  
Linguistic Form ◽  
Writing Group ◽  
L2 Development

Research has shown that task-based computer-mediated communication (CMC) can foster attention to linguistic form in ways that may promote language learning (c.f., Blake, 2000; Smith, 2003, 2005). However, relatively little research has investigated how differences in the way that tasks are used in CMC settings influence learning opportunities during the task. In an attempt to shed light on the manner in which second language (L2) writing may contribute to L2 development, this chapter presents an empirical study of how two implementation features (degree of task structure and provision of language support) of a writing group task in simultaneous text-CMC influenced learner attention to linguistic form. The analysis draws on data from text chat performance and post-task group interviews to illustrate how aspects of task implementation in a technology-enhanced learning environment may promote attention to language expression and encourage collaborative work on language errors during writing task performance. © 2012 Elsevier Inc..

scholarly journals Implementing Computer Mediated Communication in an Undergraduate Course - A Practical Experience

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Mary Graham ◽  
Helen Scarborough ◽  
Christine Goodwin
Keyword(s):  
Computer Mediated Communication ◽  
Practical Experience ◽  
Academic Community ◽  
Asynchronous Learning ◽  
Mediated Communication ◽  
Asynchronous Learning Network ◽  
Undergraduate Level ◽  
Computer Mediated ◽  
Key Issues ◽  
Collaborative Learning Environment

Computer mediated communication (CMC) is used to foster a collaborative learning environment in a number of courses within the Faculty of Business and Law at Deakin University. This paper examines how this technology has been implemented at the undergraduate level in the School of Economics and some key issues arising from this experience are identified and discussed. Although the practical experience described has been gained from a particular discipline based initiative, the issues raised pertain to all disciplines. The potential provided by integrating technology into the curriculum is exciting, however this paper highlights some of the areas that need consideration when implementing an asynchronous learning network (ALN). No definitive guidelines have been provided, rather the way to maximise educational outcomes will only be found as experience and practical use is extended and shared within the academic community.

scholarly journals Computer Mediated Communication, The Way for Developing Students’ Arabic Writing Ability

Abjadia ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 91
Author(s):  
Albar Adetary Hasibuan
Keyword(s):  
Computer Mediated Communication ◽  
Writing Skills ◽  
Student Writing ◽  
Mediated Communication ◽  
Writing Ability ◽  
Computer Mediated ◽  
The Way

<p>Computer Mediated Communication, better known as CMC, can be used as a tool in improving students' Arabic writing skills. CMC is used because computers and networks are familiar to students now. CMC can also make learning to write Arabic more creative and innovative. The purpose of writing this article is to provide information about computer-mediated communication (CMC) and also how to apply CMC to learning to write Arabic, to improve student writing skills.</p><p dir="RTL">يمكن استخدام التواصل عبر الكمبيوتر ، المعروف باسم CMC ، كأداة لتحسين مهارات الطلاب في الكتابة باللغة العربية. يتم استخدام CMC لأن أجهزة الكمبيوتر والشبكات مألوفة لدى الطلاب الآن. يمكن أن تجعل CMC تعلم الكتابة العربية أكثر إبداعًا وابتكارًا. الغرض من كتابة هذه المقالة هو توفير معلومات حول التواصل عبر الكمبيوتر (CMC) وأيضًا كيفية تطبيق CMC على تعلم الكتابة باللغة العربية ، لتحسين مهارات كتابة الطلاب.</p>

Towards an Interdisciplinary Socio-Technical Definition of Virtual Communities

2019 ◽  
pp. 612-632
Author(s):  
Umar Ruhi
Keyword(s):  
Virtual Communities ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Five Dimensions ◽  
Research Fields ◽  
Body Of Knowledge ◽  
Computer Mediated ◽  
Key Issues ◽  
Economic Perspectives ◽  
Definition Of

The objective of this chapter is to offer a holistic perspective of virtual communities (VCs) by outlining their underlying concepts and fundamental properties. Firstly, the chapter offers a brief synopsis of research fields that form the basis of socio-technical research on VCs. Key issues and theoretical orientations from four research streams are discussed, namely sociological/psychological, technological, business/management, and economic perspectives. Following this review, the chapter provides a summary of four interdisciplinary literature domains that have significantly contributed to the body of knowledge on VCs. These include computer-mediated communication, community informatics, knowledge management, and internet marketing. Definitions from seminal research studies in these domains are subsequently synthesized to propose an interdisciplinary socio‐technical definition of VCs. The proposed definition offers a nascent ascriptive characterization of VCs along five dimensions of participants, purpose, platforms, protocols, and persona, together constituting the 5 Ps of VCs.

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