Relationship between Computer-mediated Communication Competence and Attitude toward Using Frog VLE among Secondary School Teachers

This study aims at examining the relationship between teacher computer-mediated communication (CMC) competence and teacher attitude toward using Frog VLE a virtual learning platform. This is a non-experimental research using a cross-sectional survey technique through the administration of a set of questionnaire that comprised teacher demographic variables, teacher CMC competence and teacher attitude toward using Frog VLE. The participants in this study are 351 secondary school teachers from Klang district, Selangor. The results indicated that teachers showed medium level of attitude and medium level of CMC competence toward using Frog VLE. Results showed that there is statistically significant direct causal relationship between teacher CMC competence and teacher attitude toward using Frog VLE. CMC motivation and CMC knowledge are the two direct factors of teachers’ affective and behavioural attitude toward using Frog VLE and CMC motivation predict teachers’ cognitive attitudes toward using Frog VLE.

Relationship Between Computer-Mediated Communication Competence and Attitude Toward Using Frog VLE Among Secondary School Teachers

This study aims at examining the relationship between teacher computer-mediated communication (CMC) competence and teacher attitude toward using Frog VLE a virtual learning platform. This is a non-experimental research using a cross-sectional survey technique through the administration of a set of questionnaire that comprised teacher demographic variables, teacher CMC competence and teacher attitude toward using Frog VLE. The participants in this study are 351 secondary school teachers from Klang district, Selangor. The results indicated that teachers showed medium level of attitude and medium level of CMC competence toward using Frog VLE. Results showed that there is statistically significant direct causal relationship between teacher CMC competence and teacher attitude toward using Frog VLE. CMC motivation and CMC knowledge are the two direct factors of teachers’ affective and behavioural attitude toward using Frog VLE and CMC motivation predict teachers’ cognitive attitudes toward using Frog VLE.

Distance Matters to Weak Ties

Workers tend to make inferences about one another's commitment and dedication to work depending on what cues are available to them, affecting worker relationships and collaboration outcomes. In this work, we investigate how remote work affects workers' perceptions of their colleagues with different levels of social connectivity, commonly referred to as strong ties and weak ties. When working remotely, workers' perceptions of weak ties may suffer due to the lack of in-person interaction. On the other hand, workers' inferences about their strong ties may also be impacted by losing richer communication cues, even though they had more connections with their strong ties than weak ties. This study explores how remote workers make inferences about engagement levels of and willingness to collaborate with weak ties compared to strong ties. We used a mixed-methods approach involving survey data, experience sampling, and in-depth interviews with 20 workers from different companies in Taiwan. Results showed that workers depended on one-on-one synchronous tools to infer the engagement level of strong ties but used group-based communication tools to infer the engagement level of weak ties. Interestingly, the absence of cues in remote workplaces exacerbated prior impressions formed in the physical office. Furthermore, remote work led workers to develop polarized perceptions of their respective ties. We discuss how characteristics of computer-mediated communication tools and interaction types interplay to affect workers' perceptions of remote colleagues and identify design opportunities for helping remote workers maintain awareness of weak ties.

Using L2 interactional-pragmatic resources in CMC: A case of Japanese orthography and emoji

Increasingly prevalent use of technologies such as instant messaging and online chat has transformed our traditional ways of learning and teaching pragmatics. This study presents an example of such transformation by demonstrating how computer-mediated communication (CMC) may be employed as a tool to provide second language (L2) learners opportunities to use interactional resources specific to the context of CMC, namely unique orthography and emoji. For the study, we introduced four university-level learners of Japanese to a language exchange messaging application and recorded their online text-based chat interactions with native Japanese speakers over a period of 12 weeks. We followed up the chat data with weekly stimulated verbal recalls (SVR) to investigate L2 learners’ intentions and perceptions surrounding their own and others’ use of unique orthography and emoji (48 SVR sessions total; average 30 minutes per session). Coding and thematic analysis of the chat data revealed learners’ agentive use of orthography and emoji as resources for communication. In addition, the SVR data revealed a variety of personal and interpersonal reasons behind their use, including learners’ concerns over self-presentation, interpersonal relationships, identity, and discourse management. The findings not only demonstrate how CMC can afford learners a unique environment for experimenting with a range of context-appropriate interactional resources to convey pragmatic meaning, but also shed light on the various, sometimes competing, considerations and complex processes underlying learners’ pragmatic choices in CMC.

Urgensi dan Peran Aplikasi Emoji dan Ejaan Berdasarkan PUEBI dalam Komunikasi Digital untuk Meminimalisir Kesalahpahaman di Kalangan Mahasiswa Universitas Airlangga

Keberadaan CMC (Computer Mediated Communication) telah mempengaruhi pola komunikasi manusia yang awalnya tatap muka menjadi lebih mudah dengan menggunakan perangkat elektronik. Sehingga proses komunikasi dapat dilakukan dengan lebih fleksibel meskipun terpisah oleh jarak. Akan tetapi, komunikasi melalui perangkat elektronik memiliki keterbatasan dalam menyampaikan pesan dan memberikan kesempatan penerima pesan dalam memahami pesan karena CMC (Computer Mediated Communication) tidak mencakup komunikasi nonverbal seperti ekspresi dan perasaan. Oleh karena itu, komunikasi melalui perangkat elektronik berpaku pada penggunaan bahasa saja. Akan tetapi, orang cenderung melakukan kesalahan bahasa dalam komunikasi digital seperti penghilangan atau kesalahan penggunaan tanda baca, kesalahan ejaan dan tidak sesuai PUEBI, kata yang disingkat, dan rangkaian kata yang sulit dipahami. Dua kondisi ini tentu berdampak pada proses komunikasi digital karena orang beresiko mengalami kesalahpahaman dengan persepsi yang berbeda di antara keduanya. Penelitian ini bertujuan untuk menggambarkan urgensi dan peran emoji dan ejaan yang sesuai PUEBI dalam meminimalisir kesalahpahaman di kalangan mahasiswa Universitas Airlangga. Metode penelitian ini adalah deskriptif kualitatif yang mengaplikaskan teknik purposive sampling untuk pengambilan sampel. Kriteria responden adalah mahasiswa S-1 Universitas Airlangga yang memiliki pengalaman komunikasi digital. Pengambilan data dilakukan melalui survei dan studi literatur untuk mendapatkan informasi rinci tentang topik penelitian. Hasil penelitian menunjukkan bahwa penggunaan emoji dan ejaan yang baik berperan penting dalam komunikasi digital karena keterbatasan dalam penyampaian komunikasi nonverbal dan kesalahan semantik berpengaruh terhadap kesalahpahaman antara komunikan dan komunikator. Emoji dan ejaan yang sesuai PUEBI dapat memperjelas pesan sehingga maksud dapat tersampaikan dengan baik, mengganti nada atau intonasi bicara, menyalurkan dan mewakilkan ekspresi pengirim, dan memberikan kesan kepada pengirim pesan.

Ausgewählte linguistische Entwicklungen in der Erzählforschung

ZusammenfassungDie linguistische Erzählforschung wendet ihre Aufmerksamkeit drei Kernbereichen zu, die auch als Entwicklungsphasen mit eigenen Interessensschwerpunkten verstanden werden können: a) die schriftliche Erzähltextanalyse unter dem Einfluss des Strukturalismus und zu Teilen der Literaturwissenschaften, b) die mündliche Erzählforschung unter dem Einfluss der pragmatischen Wende und der Gesprächsanalysec) sowie das Erzählen in den Neuen Medien bzw. digitalen Medien insbesondere unter dem Einfluss der Computer-vermittelten-Kommunikation (computer-mediated-communication (CMC)). Durch die spezifischen Interessensschwerpunkte entstanden unterschiedliche Gewichtungen der Perspektiven und Beschreibungsansätze, die zwar zu verschiedenen Forschungsrichtungen mit ihren eigenen Untersuchungsmethoden führen, sich aber durchaus auch gegenseitig ergänzen können.