scholarly journals The Use of Capital Computer-mediated Communication Expressions in the Non-Capital Cities as a Sign of Language Unification

2020 ◽  
Vol 3 (10) ◽  
pp. 100-109
Author(s):  
Bushra W. Ali
Keyword(s):  
Language Change ◽  
Computer Mediated Communication ◽  
Real Life ◽  
Teaching Staff ◽  
Mediated Communication ◽  
Public And Private ◽  
Computer Mediated ◽  
The Difference ◽  
The University ◽  
University Community

Recent researches on computer-mediated communication (CMC) have focused mainly on linguistic analysis for the different types of internet chats. This study observes the differences in chats between the informal social chat and the formal chat by Iraqi university non-capital informants. The difference is on their use of capital and non-capital expressions. The location of the experiment is the University of Sumer. The research focuses upon the capital and non-capital expressions used at the university community depending upon 9 variables for 97 samples. The data reveals that there is a distinction between university and non-university chat on their capital expressions usage: (Laad, Aady, Hello, Dez, Mnower, Shakbark, Wyaya, Ok and Bye), at the non-capital area.  Moreover, data shows that there is a distinction between university chat at the university community and their chat outside the university community. This study observes the written chats of the Iraqi university informants: students, teaching staff, and employees. The study sample is random using social media such as Viber, Facebook and WhatsApp. This is to observe that how the public and private atmospheres participate in language change to be unified at the time of the social networking use. Although they did not use certain expressions at their real life or informal chat, it is explored that how much they used the capital expressions in the non-capital areas. The study manages a quantitative and statistical analysis and investigates the use of capital expressions by users from the noncapital inhabitants’ background. Results of the study revealled that the university informants elude to use the capital expressions at the university atmosphere in the non-capital areas. It also reflects the fact that the use of capital expressions in the non-capital areas is a clear sign for the language unification concept.

Promoting Autonomous Language Learning in Online Environments

10.47908/9/15 ◽  
2013 ◽  
pp. 165-280
Author(s):  
Maria De Santo ◽  
Luisa Boardman
Keyword(s):  
Language Learning ◽  
Computer Mediated Communication ◽  
Real Life ◽  
Autonomous Learning ◽  
Mediated Communication ◽  
Face To Face ◽  
Integration Of Technology ◽  
Computer Mediated ◽  
Wide Range ◽  
The University

The Self-Access Language Centre of the University of Naples “L’Orientale” (CILA) promotes the development of autonomy in language learning, offering a wide range of technology-based resources and a language counselling service. In the last few years, to satisfy the growing need for independent language learning in our university, we have integrated autonomous learning in the SAC with online pathways and multimedia materials. We started by offering online Self-Access activities in blended courses, integrating face-to-face classroom teaching with online modules. This experiment enabled us to develop a kind of blended autonomous learning, combining a real-life SAC with online Self-Access Centres. Virtual SACs suggest a variety of language learning activities and allow learners to study a language while reflecting on their learning process. In the online SAC, language counsellors implement the language learner’s autonomy promoted in presence in the SAC, interacting with them through computer-mediated communication. In this paper we shall look at how the promotion of autonomy in language learning can be enhanced through the integration of technology-based materials and activities made available in self-access modality. Our aim is to present online resources designed to help students learn a foreign language autonomously.

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.

scholarly journals Talking a team into being in online workplace collaborations: The discourse of virtual work

2019 ◽  
Vol 21 (3) ◽  
pp. 237-257 ◽  
Author(s):  
Erika Darics ◽  
Maria Cristina Gatti
Keyword(s):  
Virtual Work ◽  
Computer Mediated Communication ◽  
Online Communication ◽  
Real Life ◽  
Communication Technologies ◽  
Virtual Team ◽  
Mediated Communication ◽  
Team Members ◽  
Discourse Practices ◽  
Computer Mediated

Digital communication technologies led to a revolution in how people interact at work: relying on computer-mediated communication technologies is now a must, rather than an alternative. This empirical study investigates how colleagues in a virtual team use synchronous online communication platform in the workplace. Inspired by the conceptualisation of web-based communication platforms as tool, place or context of social construction, we explore the discursive strategies that contribute to the construction of the team’s shared sense of purpose and identity, a collegial atmosphere and consequently lead to effective collaboration. The close analyses of real-life data from a multinational workplace provide insights into the everyday communication practices of virtual team members. Our findings supplement organisational literature based on etic observations of the effectiveness of virtual work and provide a basis for further theorisations about how communication technologies affect the ecology of and discourse practices in computer-mediated communication at work.

scholarly journals Teletandem language learning in a technological context of education: interactions between Brazilian and German students

2015 ◽  
Vol 31 (3) ◽  
pp. 729-762
Author(s):  
Suelene Vaz da SILVA ◽  
Francisco José Quaresma de FIGUEIREDO
Keyword(s):  
University Students ◽  
Language Learning ◽  
Environmental Science ◽  
Computer Mediated Communication ◽  
Environmental Issues ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Technological Context ◽  
The University ◽  
Communication Study

ABSTRACT This paper presents data from a computer-mediated communication study conducted between a group of Brazilian university students - from Instituto Federal de Educação, Ciência e Tecnologia do Estado de Goiás, Campus Goiânia, Goiás, Brazil - who wanted to learn English, and a group of German university students - from the University of Worms, in Germany - who wanted to learn Portuguese. The cross-cultural bilingual communication was conducted in the second semester of 2010 and involved discussions on environmental issues. Adopting a qualitative perspective in the analysis, the data were derived from conversation sessions through a webconferencing software known as Openmeetings and through e-mails and some written activities developed by the students. All these were analyzed by means of sociocultural theory. Among the conclusions we reached, we observed that the participants used the software features to help them in their language learning process, discussed issues related to environmental science, as well as topics related to their personal and academic life. Regarding the languages used, the participants used English during the teletandem sessions as an anchoring language to assist their partners in learning English itself and Portuguese, as well as introduced the German language in the interaction sessions.

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.

Digital Rhetoric and Globalization

2016 ◽  
pp. 431-469
Author(s):  
Gustav Verhulsdonck
Keyword(s):  
Activity Theory ◽  
Programming Language ◽  
Continuum Model ◽  
Computer Mediated Communication ◽  
Digital Rhetoric ◽  
Mediated Communication ◽  
Public And Private ◽  
Computer Mediated ◽  
Production And Consumption ◽  
Global And Local

Digital rhetoric has been discussed by many theorists as comprising a marked shift from ancient rhetoric's focus on persuasion. For some of the earlier theorists, digital rhetoric defined a novel relationship between literacy and the mechanics of text as computer-mediated communication and changed relationships between consuming, producing and engaging with discourse as information on a screen. Later digital rhetoricians argue different approaches and definitions that are more inclusive of the different types of discourse facilitated by multimodal, interactive, immersive, and computer-mediated communication as semantic discourse at the interface level and encoded through computer programming language, servers, and networks. This chapter focuses on the different modes of digital rhetoric in the context of globalization through a convergence-continuum model approach. The model presented approaches rhetoric and discourse from various levels as loosely based on the models of activity theory, multimodality intercultural theories of globalization and integrates them into a continuum model ranging from global, public modes to individual, personal digital rhetorical modes and practices. Instead of being prescriptive, this model is descriptive in recognizing the fluid natures of digital rhetorical interactions whereby global and local, public and private, group and individual, production and consumption, human and technological, physical and virtual and other discourse contexts merge.

Social Impacts of Computer-Mediated Communication on Strategic Change Processes

2006 ◽  
pp. 116-129
Author(s):  
Dubravka Cecez-Kecmanovic ◽  
Andy Busuttil
Keyword(s):  
Equal Opportunity ◽  
Strategic Change ◽  
Computer Mediated Communication ◽  
Social Impacts ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Consultative Process ◽  
The University ◽  
Equality Of Access

This case is about a university, named Uni-X, which adopted and appropriated CMC to support a university-wide consultative process to inform its future strategic directions. Strategic change was required in response to a number of external political and economic factors. The President and the Executive Committee decided to use the consultative process both to increase staff awareness of the circumstances being faced by the university and to engage them in an exploratory process leading to the decisions that were to be made. The CMC system used was intended to provide equal access to information by all staff, to enable a university-wide electronic forum for discussion, and to support the coordination of a multitude of the other in-vivo tasks arising from the process. The case enables examination of (at least) three controversial issues of CMC deployment: equality of access, equality of participation, and democratizing potential. Equality of access means that all the participants have an equal opportunity to access the communication network and information resources in the system. Equality of access has to be distinguished from the equality of participation, which denotes equal opportunity to contribute to the discussion, both to affect and be affected by the opinion of others. CMC’s democratizing potential is an even more complex issue that refers to CMC’s contribution to the openness and transparency of organizational processes and to consensus-based participatory decision making. Understanding the use and appropriation of CMC by individuals as members of different groups and as members of the Uni-X University, together with understanding the uniqueness of their specific local contexts, is a prerequisite for exploring the richness of social impacts, and why and how they emerged.

scholarly journals Computer-Mediated Communication: A vehicle for learning

2003 ◽  
Vol 4 (2) ◽  
Author(s):  
Linda D. Grooms
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Online Courses ◽  
Computer Mediated Communication ◽  
Time Frame ◽  
Virtual Classroom ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Effective Delivery ◽  
The University

<p>The axiom of humanity’s basic need to communicate provides the impetus to explore the nature and quality of computer-mediated communication as a vehicle for learning in higher education. This exploratory study examined the experiential communication perceptions of online doctoral students during the infancy of their program. Eighty-five students were electronically queried through a 32 item open-ended questionnaire within a 13 day time frame. Preliminary findings supported the experience of Seagren and Watwood (1996) at the Lincoln Campus of the University of Nebraska, that “more information widens learning opportunities, but without interaction, learning is not enhanced” (p. 514). The overarching implications stress that faculty development and instructional planning are essential for the effective delivery of online courses, and even more so when collaborative learning is used. Facilitating group communication and interaction are areas beckoning attention as we continue to effectively organize the online classroom of this new millennium.</p> <p><B>Key Words:</B> Computer-mediated communication, online instructional pedagogy, virtual classroom, online learning, higher education, interaction, immediacy</P>

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