Emerging Feedback in Two Asynchronous ESL Writing Forums

2011 ◽  
pp. 342-360 ◽  
Author(s):  
Stella K. Hadjistassou
Keyword(s):  
Computer Mediated Communication ◽  
Discussion Board ◽  
Esl Writing ◽  
Mediated Communication ◽  
Writing Assignments ◽  
Computer Mediated ◽  
Writing Course ◽  
Personal Experiences ◽  
Writing Genres ◽  
Esl Learners

This study reports on a culturally-transforming group activity using asynchronously-mediated forums on the “discussion board” of Blackboard Academic Suite. Seventeen English as a second language (ESL) learners enrolled in a university-level writing course used the discussion board to engage in asynchronous collaborative forums where they presented and shared their paper topics and personal experiences, offered suggestions to their peers, and raised critical questions that were meant to help their peers think more critically about the assigned writing genres and their selected paper topic. The data suggest that participation in asynchronous computer-mediated communication (ACMC) forums can help students develop a deeper understanding of the writing assignments and encourage them to implement describing and narrating strategies to provide feedback to their peers. Students can also gradually produce feedback that is more complex, constructive, and challenging to their peers and begin improving their writing skills by developing more formal, sophisticated and complex language.

scholarly journals Catch 22: The Paradox of Social Media Affordances and Stigmatized Online Support Groups

2020 ◽  
Vol 6 (4) ◽  
pp. 205630512098447
Author(s):  
Daphna Yeshua-Katz ◽  
Ylva Hård af Segerstad
Keyword(s):  
Social Media ◽  
Support Groups ◽  
Computer Mediated Communication ◽  
Research Literature ◽  
Discussion Board ◽  
Online Support Groups ◽  
Post Traumatic Stress ◽  
Mediated Communication ◽  
The Public ◽  
Computer Mediated

This study highlights the challenges of computer-mediated communication for vulnerable individuals and groups, by studying boundary work in stigmatized communities online. Five stigmatized online communities with different affordances were studied: (1) “pro-ana” blogs; (2) an infertility discussion board; (3) a Facebook group for bereaved parents; and (4) two WhatsApp groups for Israeli veterans of war with post-traumatic stress disorder. In-depth interviews with members and administrators ( n = 66) revealed that social media affordances such as low anonymity and high visibility may marginalize those living with stigma. While research literature applauds social media for allowing the formation and maintenance of social capital, our study highlights the paradox caused by these very same affordances. To offer safe and functioning environments of support, the communities must guard against impostors whose presence threatens their safe havens. Simultaneously, this may make these groups inaccessible to those who truly need support and remove such groups from the public eye.

Non-standard capitalisation and vocal spelling in intercultural computer-mediated communication

Corpora ◽  
2016 ◽  
Vol 11 (1) ◽  
pp. 63-82 ◽  
Author(s):  
Yen-Liang (Eric) Lin
Keyword(s):  
Intercultural Communication ◽  
Computer Mediated Communication ◽  
Discussion Board ◽  
Corpus Analysis ◽  
Mediated Communication ◽  
Part Of Speech ◽  
Computer Mediated ◽  
Lower Case ◽  
Python Programming ◽  
Electronic Discussion Board

This study reports on a corpus analysis of samples of Computer-Mediated Communication (CMC) on an electronic discussion board among a group of British and Taiwanese adolescents, paying specific attention to the most distinctive cues of CMC: non-standard capitalisation and vocal spelling. I evaluate a newly developed corpus of online discussion, the British and Taiwanese Teenage Intercultural Communication Corpus (BATTICC). I used Python programming to calculate all the instances of non-standard capitalisation (specifically, all upper-case words and the use of lower case instead of upper case) and vocal spelling from the corpus, and I also applied Wmatrix to identify the semantic and part-of-speech fields of all these instances. Moreover, initial quantitative analysis was employed to inform further qualitative analysis to identify the pragmatic functions of cues in this intercultural context. It was evident that the CMC cues perform important interpersonal functions, and the analysis demonstrates different preferences by the participants for different purposes.

scholarly journals Effects of Computer-Mediated Communication (CMC) Peer Review in an EFL Writing Course

2020 ◽  
Vol 10 (6) ◽  
pp. 417
Author(s):  
Yiwen Lin
Keyword(s):  
Peer Review ◽  
Review Process ◽  
Peer Review Process ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Efl Writing ◽  
Text Revision ◽  
Computer Mediated ◽  
Writing Course ◽  
High Level

This study aims to investigate the effects of the two-step blended computer mediated communication (CMC) peer review process (Word commenting followed by Zoom discussion) in an English writing course for 29 Chinese EFL learners, and their perceptions of this mode. Compared with previous studies, the findings of this study are encouraging: 1) the proportions of revision-oriented comments students gave reached at a high level of above 85% of the total comments; 2) students gave more local comments, but the ratio of revision-oriented comments in global areas to revision-oriented comments in local areas was more balanced (approximately 40% vs 60%); 3) the adoption rates of revision-oriented comments in text revision were also at a high level (63%-73%). What’s more, most students held positive attitudes toward this mode, perceiving it useful in their text revision and development of writing ability. 65% of them expressed their willingness to attend this mode of review activities in the future. This study reveals that the two-step CMC peer review process with Word commenting followed by discussion via online video conferencing system can be used as a useful tool in EFL writing class. This study contributes to the current research on CMC peer review since most previous studies investigated effects of peer review using text-based CMC tools and little research has been done on speech-based tools.

Interactional Modifications in Internet Chatting

2009 ◽  
pp. 1390-1409
Author(s):  
Neny Isharyanti
Keyword(s):  
Language Acquisition ◽  
Classroom Environment ◽  
Language Production ◽  
Computer Mediated Communication ◽  
Target Language ◽  
College Level ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Esl Learners

Studies in computer-mediated communication (CMC) have shown that it has the potential to provide opportunities for ESL learners to actively participate in communication using the target language, to notice inter-language gaps in their language production, and to negotiate meaning by the use of interactional modifications (IMs). The use of certain types of communication tasks also seems to play an important role in how to increase the quantity and quality of interactions among learners. Such a role is believed to affect the effectiveness of language acquisition. This chapter reports the findings of a study that investigates Internet chatting interactions between 28 college-level Indonesian non-native speakers (NNSs) of English using two different communicative language tasks, a jigsaw task and a decision- making task, which are believed to facilitate language acquisition. The main aim of this chapter is to discuss how the differences in tasks may generate different frequencies and types of IMs, as well as the possibilities of employing the results of the study in a classroom environment.

Interactions Online

2011 ◽  
pp. 1259-1267
Author(s):  
Susan Wegmann
Keyword(s):  
Online Courses ◽  
Computer Mediated Communication ◽  
Discussion Board ◽  
Mediated Learning ◽  
Online Classes ◽  
Mediated Communication ◽  
Course Content ◽  
Writing Theory ◽  
Computer Mediated ◽  
Teachers And Students

Success in online courses depends on quality interactions (Li & Akins, 2005; Shovein, Huston, Fox, & Damazo, 2005; Vrasidas, 2002). Interaction is “a continually emerging process, as communication in its most inclusive sense” (Simpson & Galbo, 1986). Pena-Shaff, Altman, and Stephenson (2005) found that students who interact more in online classes tend to feel a greater amount of satisfaction and even engage more deeply in course content. In fact, recent studies have shown that the most efficient computer-mediated learning occurs when teachers and students assume a connected stance (Wegmann, 2006; Wegmann & Mc- Cauley, 2007), or one in which students and teachers participate in the following types of behaviors online: initiate personally meaningful questions about the text, wonder, or initiate unique topics for discussion. The following reports on one study that analyzed students’ discussion board interactions, surveys of students’ perceptions, and e-mail interviews of selected participants. Following is a discussion of three areas of literature pertinent to the study: nature of interactions, computer-mediated communication, reading and writing theory.

The Multitasking Audit Environment: The Effect of Alternative Modes of Communication on Team Performance

2021 ◽  
Author(s):  
Juergen Sidgman ◽  
Veena Brown ◽  
Joseph F. Brazel
Keyword(s):  
Team Performance ◽  
Computer Mediated Communication ◽  
Communication Technologies ◽  
Discussion Board ◽  
Discussion Boards ◽  
Mediated Communication ◽  
Considerable Evidence ◽  
Face To Face ◽  
Computer Mediated

Despite the considerable evidence suggesting multitasking reduces performance, multitasking is unavoidable and pervasive in the audit setting. Members of engagement teams are often required to work on multiple engagements simultaneously and their work on one engagement is frequently interrupted due to the demands of another engagement. In hopes of facilitating multitasking, engagement team communications have extended beyond face-to-face interactions to computer-mediated communication technologies. However, little is known about the performance of multitasking teams under these alternative modes of communication (face-to-face, discussion board, and chatroom). Our study demonstrates that, when multitasking, the performance of audit teams communicating face-to-face is greater than the performance of teams using computer-mediated communication. While we expected enhanced team performance with discussion boards, additional analyses reveal that participants’ familiarity with, and preference for, chatroom features (which are similar to texting) may have offset the benefits prior studies have attributed to discussion boards (which are similar to emailing).

Interactional Modifications in Internet Chatting

2011 ◽  
pp. 271-290
Author(s):  
Neny Isharyanti
Keyword(s):  
Language Acquisition ◽  
Classroom Environment ◽  
Language Production ◽  
Computer Mediated Communication ◽  
Target Language ◽  
College Level ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Esl Learners

Studies in computer-mediated communication (CMC) have shown that it has the potential to provide opportunities for ESL learners to actively participate in communication using the target language, to notice inter-language gaps in their language production, and to negotiate meaning by the use of interactional modifications (IMs). The use of certain types of communication tasks also seems to play an important role in how to increase the quantity and quality of interactions among learners. Such a role is believed to affect the effectiveness of language acquisition. This chapter reports the findings of a study that investigates Internet chatting interactions between 28 college-level Indonesian non-native speakers (NNSs) of English using two different communicative language tasks, a jigsaw task and a decision- making task, which are believed to facilitate language acquisition. The main aim of this chapter is to discuss how the differences in tasks may generate different frequencies and types of IMs, as well as the possibilities of employing the results of the study in a classroom environment.

The effects of task type in Synchronous Computer-Mediated Communication

ReCALL ◽  
2010 ◽  
Vol 22 (1) ◽  
pp. 20-38 ◽  
Author(s):  
Yucel Yilmaz ◽  
Gisela Granena
Keyword(s):  
English Language ◽  
Computer Mediated Communication ◽  
Task Type ◽  
Focus On Form ◽  
Mediated Communication ◽  
Language Program ◽  
Computer Mediated ◽  
The Us ◽  
Task Types ◽  
Esl Learners

AbstractThis study examines the potential of learner-learner interaction through Synchronous Computer-Mediated Communication (SCMC) to focus learners’ attention on form. Focus on form is operationalized through Language-Related Episodes (LREs), instances where learners turn their attention to formal aspects of language by questioning the accuracy of their own or each other’s language use. The study also compares two task types, jigsaw and dictogloss, with respect to the number and characteristics of LREs. Ten adult intermediate ESL learners from an intensive English language program in the US worked together in dyads to carry out one jigsaw and one dictogloss task in an SCMC environment. Tasks were controlled for content and were presented in two alternative orders. The dictogloss in this study generated more LREs than the jigsaw. LREs were also qualitatively different across task types. Jigsaw LREs were implicit and did not result in incorrectly solved outcomes, whereas dictogloss LREs were explicit and resulted in correctly solved, incorrectly solved, and unresolved outcomes.

Synchronous Text-Based Computer-Mediated Communication Tasks and the Development of L2 Academic Literacy

2013 ◽  
Vol 3 (1) ◽  
pp. 16-32 ◽  
Author(s):  
Jinrong Li
Keyword(s):  
Second Language ◽  
Computer Mediated Communication ◽  
Academic Literacy ◽  
Learning Experiences ◽  
Esl Students ◽  
Esl Writing ◽  
Mediated Communication ◽  
Functional Perspective ◽  
Computer Mediated ◽  
The Impact

Studies on the use of synchronous text-based computer-mediated communication (SCMC) tasks have mostly focused on how they could be used to facilitate the learning of different aspects of a second language. Recent research from a functional perspective has suggested the need to examine the impact of SCMC tasks on the development of L2 academic literacy (Mohan & Luo, 2005). With the increase use of SCMC tasks in ESL writing and other content-based courses, it is necessary to examine the potential of SCMC tasks in facilitating the development of L2 academic literacy. Drawing on the approaches and findings from research on dialogic argumentation (e.g., Seibold & Meyers, 2007), the study examines the development in using argumentative moves in SCMC discourse for a group of three ESL students, and explores the differences between the group and one focal student from the group. The findings suggest that although both the group and the focal student have demonstrated a growing tendency of understanding and responding to others’ views, differences existed between the group and the focal student, indicating that SCMC tasks may help facilitate the development of L2 academic literacy. The differences between individual students may be an important factor and could be better understood by examining students’ learning experiences together with their perceptions of the tasks.

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