Journal articles: 'Computer mediated communication (CMC)'

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Amin, Risma Fahrul. "COMPUTER MEDIATED COMMUNICATION (CMC) DALAM PEMBELAJARAN BAHASA INGGRIS." LISAN AL-HAL: Jurnal Pengembangan Pemikiran dan Kebudayaan 14, no. 2 (December 30, 2020): 341–60. http://dx.doi.org/10.35316/lisanalhal.v14i2.796.

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The Industrial Revolution 4.0 has produced many breakthroughs especially the appearance of communication platforms that gave colour to English learning in Indonesia. Therefore computers are very useful in language class, although basically computers are only tools for mediating student’s communication in English learning. This paper describes Computer Mediated Communication (CMC) in English learning.

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Rains, Stephen A., Steven R. Brunner, Chelsie Akers, Corey A. Pavlich, and Selin Goktas. "Computer-mediated communication (CMC) and social support." Journal of Social and Personal Relationships 34, no. 8 (September 29, 2016): 1186–205. http://dx.doi.org/10.1177/0265407516670533.

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Despite the growth in research examining the use of computer-mediated communication (CMC) for exchanging social support, there remains much to learn about the support-related implications of CMC. An experiment was conducted to examine the influence of the reduced social cues associated with CMC on the outcomes of supportive interaction. Participants discussed a stressor with a confederate either face-to-face or via CMC and received informational or emotional support. Although they received the exact same support messages, participants in the CMC condition reported significantly greater worry and uncertainty discrepancy following the interaction than participants in the face-to-face condition. A main effect was also found for support message type. Consistent with the optimal matching model, informational support led to more beneficial outcomes than emotional support in response to the (controllable) stressor experienced by participants.

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Ramadhana, Maulana Rezi, and Freddy Yusanto. "Computer-Mediated Communication and Family Communication among Deaf Teenager." IJDS Indonesian Journal of Disability Studies 7, no. 2 (November 30, 2020): 230–38. http://dx.doi.org/10.21776/ub.ijds.2020.007.02.11.

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As a basis for parenting, communication can change patterns of interaction in the family. This study examines how computer-mediated communication (CMC) is related to and influences family communication (including conversation and conformity) in adolescents with disabilities. Participants in this study were 100 adolescents with deafness scattered in Indonesia. Through ANOVA analysis, the results show that CMC is significantly positively related to the conversation, conformity, and interaction between the two. Regression analysis found all four CMC factors as significant predictors affecting 50.4% in the climate of family communication among deaf teenagers. The findings in this study produce an empirical explanation of the CMC motive as a factor in family communication in deaf teens. Suggestions and research for the future are discussed.

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Treem, Jeffrey W., Paul M. Leonardi, and Bart van den Hooff. "Computer-Mediated Communication in the Age of Communication Visibility." Journal of Computer-Mediated Communication 25, no. 1 (January 2020): 44–59. http://dx.doi.org/10.1093/jcmc/zmz024.

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Abstract This article argues that a distinctive aspect of computer-mediated communication (CMC) is the way it can make communication visible to others in ways that were previously impractical. We propose a theory of communication visibility that recognizes its multidimensional nature: resulting from activities that make communication visible, efforts by actors to see communication, and a sociomaterial context that influences possibilities for visibility. The different dimensions of communication visibility are explored as they relate to possibilities for action with CMC, and the ability of third-parties to view communication between others. Centering communication visibility in the study of CMC compels scholars to ask new questions regarding the interdependence of active, strategic efforts to make communication more or less visible to others, and the ways in which communication is assessed by observers. To facilitate ongoing research we offer an agenda for incorporating communication visibility into the study of contemporary and future forms of CMC.

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Osetrova, Olga I., and Daria V. Khusainova. "COMPUTER-MEDIATED COMMUNICATION AND INTERNATIONAL MORPHEMES." Sovremennye issledovaniya sotsialnykh problem 14, no. 4 (December 29, 2022): 117–24. http://dx.doi.org/10.12731/2077-1770-2022-14-4-117-124.

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Globalization, active internalization and progress in technology have intensified the impact that American English has over national languages. The impact can be seen in borrowing a big amount of computer-mediated communication (CMC) lexis from the English language. The processes mentioned need description and explanation which makes the article relevant. Materials and methods. Works concerning different aspects of lexical borrowing and peculiarities of CMC words are mentioned. CMC lexis derived from international morphemes is studied in the article. Qualitative evaluation, description and generalization are used in the study. Results. Three main groups of CMC lexis are distinguished: 1) computer terms directly borrowed from English by national languages, 2) general technical terms, 3) words of general lexis. Words of the two latter groups are often “internal” borrowings, that is they are metaphorised international words having been adapted by the Russian language to be used in other fields. These lexemes are derived with the use of the native mechanisms of the Russian language though in a manner similar to that of their English equivalents. Practical implications. Results of the study can be used in teaching Lexicology, Cross-cultural communication and in translation practice.

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Hasibuan, Albar Adetary. "Computer Mediated Communication, The Way for Developing Students’ Arabic Writing Ability." Abjadia 3, no. 2 (March 20, 2019): 91. http://dx.doi.org/10.18860/abj.v3i2.6208.

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<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>

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Yu, Bin. "Computer-Mediated Communication Systems." tripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society 9, no. 2 (October 30, 2011): 531–34. http://dx.doi.org/10.31269/triplec.v9i2.309.

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The essence of communication is to exchange and share information. Computers provide a new medium to human communication. CMC system, composed of human and computers, absorbs and then extends the advantages of all former formats of communication, embracing the instant interaction of oral communication, the abstract logics of printing dissemination, and the vivid images of movie and television. It also creates a series of new communication formats, such as Hyper Text, Multimedia etc. which are the information organizing methods, and cross-space message delivering patterns. Benefiting from the continuous development of technique and mechanism, the computer-mediated communication makes the dream of transmitting information cross space and time become true, which will definitely have a great impact on our social lives.

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Yu, Bin. "Computer-Mediated Communication Systems." tripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society 9, no. 2 (October 30, 2011): 531–34. http://dx.doi.org/10.31269/vol9iss2pp531-534.

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The essence of communication is to exchange and share information. Computers provide a new medium to human communication. CMC system, composed of human and computers, absorbs and then extends the advantages of all former formats of communication, embracing the instant interaction of oral communication, the abstract logics of printing dissemination, and the vivid images of movie and television. It also creates a series of new communication formats, such as Hyper Text, Multimedia etc. which are the information organizing methods, and cross-space message delivering patterns. Benefiting from the continuous development of technique and mechanism, the computer-mediated communication makes the dream of transmitting information cross space and time become true, which will definitely have a great impact on our social lives.

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Çiftçi, Hatime, and Erhan Aslan. "Computer-Mediated Communication in the L2 Writing Process." International Journal of Computer-Assisted Language Learning and Teaching 9, no. 2 (April 2019): 19–36. http://dx.doi.org/10.4018/ijcallt.2019040102.

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As current computer-mediated communication (CMC) research is omnipresent in the foreign/second language (L2) writing process, a synthesis of the research in this realm is needed to better understand and inform the current pedagogical practices with technology in language classrooms. This article presents a review of 38 studies identifying the major characteristics of CMC use in L2 writing process and aspects of L2 writing where CMC is embedded. The findings indicate that a variety of CMC-embedded L2 writing tasks were mainly integrated in the drafting and revising/editing stages of writing. Also, there has been a clear shift in recent years from blogs and wikis to other CMC tools, such as Google Docs, Facebook, Skype, and instant messaging. Also, existing CMC research on the L2 writing process mainly focuses on improvement in L2 writing ability/production, complexity/accuracy/fluency (CAF) measures, interactivity in L2 writing, and learners' editing/revision strategies. Finally, this review discusses pedagogical implications and offers suggestions for future research on CMC and L2 writing.

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Olaniran, Bolanle A., and Natasha Rodriguez. "The Role of Computer-Mediated Communication." International Journal of Information and Communication Technology Education 6, no. 4 (October 2010): 61–73. http://dx.doi.org/10.4018/jicte.2010100106.

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The use of information technology to enhance classroom learning and deliver corporate training is the latest trend and focus of much research in the computer-mediated communication (CMC) and development industry. Technological advances continue to alter the various ways in which academic and organizational training is facilitated and conducted. This paper presents a review of the available literature and trends in CMC, specifically, CMC’s theoretical approaches, types/roles, benefits/disadvantages, and contributions to academic institutions and corporate organizations. The authors also provide a discussion of future trends and implications in this subject.

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Purwaningtyas, Grace Setyo, Pawito Pawito, and Ismi Dwi Astuti Nurhaeni. "Self Potential Development Through Computer Mediated Communication on Instagram Application." International Journal of Multicultural and Multireligious Understanding 8, no. 8 (August 15, 2021): 112. http://dx.doi.org/10.18415/ijmmu.v8i8.2840.

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Communication technology and the internet have developed quite rapidly from time to time. The development of communication technology and the internet has changed the way human’s communication. Human interaction is no longer limited to face-to-face meetings, but has now shifted to interaction or communication using computer and internet media which are not limited to space and time. This mediated communication is known as Computer Mediated Communication (CMC). Communication through the CMC was developed by various application providers to facilitate internet users in communicating, one of which is through the Instagram application. Text, images and videos are included in the type of computer mediated communication (CMC) interaction. The CMC interaction is used by internet users from various circles, including millennial mothers. This research was conducted to find out how the role of CMC in developing self-potential among millennial mothers. This research is a qualitative research using semi-structured interviews as a data collection method. The findings in this study indicate that informants are selective in presenting themselves through the selection of images, videos and descriptions before uploading on the Instagram page so that they are able to display their potential.

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Lewin, Beverly A., and Yonatan Donner. "Communication in Internet message boards." English Today 18, no. 3 (June 17, 2002): 29–37. http://dx.doi.org/10.1017/s026607840200305x.

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A quantitative analysis of usage in Computer-Mediated Conversation (CMC).While commentators as ‘early’ as 1984 were predicting that the “organizational, social, and personal effects of computers will be deeply felt”, they could only speculate on the strength of its impact. As this account was being written, at the end of 2001, the effects of Computer-Mediated Communication (CMC) were fast overtaking our poor ability to measure them. There are many ways to communicate through computers: Usenet newsgroups, mailing lists, and message boards, which allow users to discuss specific topics with each other. (The term CMC allows for the possibility that some methods of communication, e.g., “chat rooms”, will not meet the definition of ‘mail’. The most popular method of CMC is e-mail. For those who have internet access, CMC is often their preferred choice of indirect (i.e., non face-to-face) communication, thanks to its speed, efficiency, and flexibility. Perhaps for these reasons, e-mail has already overtaken the telephone as the primary means of business communication.

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Zeinali Nejad, Majid, Mohammad Golshan, and Amin Naeimi. "Pronunciation Achievement in Computer-Mediated Communication (CMC) Classrooms." International Journal of Foreign Language Teaching and Research 9, no. 38 (December 1, 2021): 205–14. http://dx.doi.org/10.52547/jfl.9.38.205.

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Goertler, Senta. "Using Computer-Mediated Communication (CMC) in Language Teaching." Die Unterrichtspraxis/Teaching German 42, no. 1 (May 13, 2009): 74–84. http://dx.doi.org/10.1111/j.1756-1221.2009.00038.x.

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Ifukor, Presley A. "Spelling and simulated shibboleths in Nigerian computer-mediated communication." English Today 27, no. 3 (August 18, 2011): 35–42. http://dx.doi.org/10.1017/s0266078411000368.

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Since its coinage by Hiltz and Turoff (1978) the term computer-mediated communication (CMC) has been adapted and broadly conceptualised as interactive communication by and among human beings via networked computers and mobile devices. Several definitions of CMC have been offered in the literature but Herring's (2007) definition of CMC as ‘predominantly text-based human–human interaction mediated by networked computers or mobile telephony’ is adopted in this article because it stresses the textual aspect of the communicative interaction and accommodates all forms of textual language use mediated by the Internet, the World Wide Web and mobile technologies. This approach to CMC focuses on the production, transmission and exchange of naturally-occurring text-based human language and highlights the fact that human beings (as opposed to automated or artificial systems) are both the agents or initiators and recipients of the communication under investigation. Although communication is not unique to humans, the ability to use human language for meaningful social interactions is the exclusive preserve of the human species. Thus the perspective human beings bring to virtual interactions is accounted for in CMC. Internet interlocutors (also known as online interactants, netizens or textizens in the case of regular SMS texts composers/senders) employ textual data to convey and exchange their thoughts, opinions, observations, feelings as well as messages from other people or sources (Ifukor, 2011). These interactive possibilities make CMC a technology, medium, and engine of social relations (Jones, 1995:11) and language use is at the core.

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Verheijen, Lieke. "Orthographic principles in computer-mediated communication." Written Language and Literacy 21, no. 1 (November 2, 2018): 111–45. http://dx.doi.org/10.1075/wll.00012.ver.

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AbstractOnline messages often diverge from the standard language orthography: so-called textisms have become an indispensable part of youths’ written computer-mediated communication (CMC). This paper presents an in-depth corpus study of texts from four new media produced by Dutch youths: MSN chats, text messages, tweets, and WhatsApp messages. It is demonstrated that Dutch informal written CMC, as in other languages, is implicitly governed by orthographic principles. Relative frequencies of textism types in the corpus show how textisms are effectively used by Dutch youths. Textism types are classified here in terms of forms, operations, and, crucially, functions – the ‘SUPER-functions’: textisms can make orthography more Speechlike, Understandable, Playful, Expressive, or Reduced. Moreover, this study proves that preferences for textism types greatly depend on age group and medium. New media have their own combination of characteristics and constraints, while adolescents and young adults appear to have different perceptions on language use and spelling.

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Mesch, Gustavo S. "Minority Status and the Use of Computer-Mediated Communication." Communication Research 39, no. 3 (February 21, 2011): 317–37. http://dx.doi.org/10.1177/0093650211398865.

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Group differences in the use of computer-mediated communication (CMC) were investigated, to test the diversification hypothesis that argues that minorities and immigrants will be more likely to use CMC to compensate for their lack of social capital. Data were gathered from a sample of Internet users reflecting the percentage of minorities in the general population ( n = 1,264). The results provide support for the hypothesis, indicating that in multicultural societies disadvantaged groups show greater motivation to use CMC to expand business and occupational contacts, whereas members of the majority group are more motivated to use CMC to maintain existing family and friendships ties. Implications of the finding are discussed.

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Burleson, Seterra D., Whitney A. Tyler, Debra A. Major, and Katelyn R. Reynoldson. "Women in STEM Workplaces and Computer-Mediated Communication." International Journal of Virtual Communities and Social Networking 10, no. 3 (July 2018): 1–22. http://dx.doi.org/10.4018/ijvcsn.2018070101.

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As women have the potential to bring unique perspectives to the workplace, the under-representation of women in STEM occupations is a severe limitation to global advancement through research and innovation. Workplace utilization of computer-mediated communication (CMC) may impact common barriers faced by women in STEM, such as stereotypes, a “chilly” workplace climate, lack of social support and mentorship opportunities, and work-family conflict. As organizations shift further into the use of virtual communication, it is essential to take advantage of CMC as a way to facilitate gender equality in the workplace while simultaneously mitigating barriers workplace CMC may present for women in STEM. The potential implications of workplace virtual communication, virtual teams, e-mentoring, cyber incivility, and telecommuting for women in STEM careers are discussed.

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Vandekerckhove, Reinhild, Lisa Hilte, Darja Fišer, and Walter Daelemans. "Computer-mediated communication (CMC) and social media corpora: Introduction." European Journal of Applied Linguistics 7, no. 2 (September 2, 2019): 157–62. http://dx.doi.org/10.1515/eujal-2019-0032.

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Laksana, Novianto Yudha, and Ahda Fadhilah. "Computer-mediated communication and interpersonal communication in social media Twitter among adolescents." Journal of Social Studies (JSS) 17, no. 1 (March 31, 2021): 65–78. http://dx.doi.org/10.21831/jss.v17i1.39015.

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Computer-Mediated Communication (CMC) becomes a new form of communication. Interpersonal communication has now moved into cyberspace thanks to CMC's role. CMC's implementation in touch is when two or more communion can only exchange information through computer media or the latest communication technology. CMC is categorized as synchronous if the connection delivers in a discussion room or chat room. In comparison, asynchronous CMC occurs when the communication process coincides. Twitter is one of the social media often used as a place of interaction on the internet. Based on Twitter data, 83% of Indonesian millennial users consider Twitter a reliable source for product information. This study aims to gain communication technology's meaning in giving birth to interpersonal relationships between Twitter users among adolescents. The research method uses online literature and observation studies. The results revealed that interactions on social media Twitter among adolescents could form intimate relationships among communication participants.

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Williams, Lawrence. "Sociolinguistic variation in French computer-mediated communication." International Journal of Corpus Linguistics 14, no. 4 (December 15, 2009): 467–91. http://dx.doi.org/10.1075/ijcl.14.4.02wil.

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The analysis in the present study examines the variable use of ne in 2,459 tokens of verbal negation from a corpus of electronic French discourse including moderated chat, non-moderated chat, and discussion fora. These data from computer-mediated communication (CMC) environments were analyzed in order to demonstrate that although both non-moderated and moderated chat are essentially synchronous (i.e. involving real-time interaction), they are on opposite ends of a continuum of French sociolinguistic variation. In non-moderated chat, which is clearly less formal, ne is used productively as a discursive-pragmatic marker. However, in moderated chat, which resembles more formal written French discourse, ne deletion rarely occurs. Although discussion fora are somewhere between the two types of chat on the continuum of sociolinguistic variation, there is a clear tendency for them to be slightly closer to the formal/written side, yet this mode of CMC displays the greatest amount of mode-internal variation.

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Vendityaningtyas, Vita, and Erlik Widiyani Styati. "Effect of Computer Mediated Communication and Face-to-Face Communication on the Students’ Writing." Lingua Cultura 12, no. 3 (August 28, 2018): 233. http://dx.doi.org/10.21512/lc.v12i3.4235.

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This research aimed to investigate the effect of computer-mediated communication (CMC) and face-to-face (F2F) communication on the students’ writing. The subjects were the English department students of the fourth semester at the private University in Madiun. The researchers employed the students in class A and B as the research subjects. The research method used was a quasi-experimental design. The research design was divided into pre-test, treatment, and post-test. Both of the two groups were given pre-test to see the homogeneity of the two groups. The experimental group was given CMC, and the comparison group was given F2F communication. Then, both of the two groups were given post-test. The data collection technique was done by giving the students a writing test. Data analysis was done by employing the independent t-test. The result shows that the students’ writing after employing F2F communication is more effective than students’ writing after employing CMC. The students like to share the ideas directly than they employ CMC because it is more complicated. In addition, it is because the students find difficulty in sharing the ideas through CMC, so, F2F communication is better than CMC on the students’ writing quality.

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Montes-Alcalá, Cecilia. "iSwitch: Spanish-English Mixing in Computer-Mediated Communication." Journal of Language Contact 9, no. 1 (December 10, 2016): 23–48. http://dx.doi.org/10.1163/19552629-00901002.

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Technology, and the Internet in particular, have rapidly transformed the means of communication in the 21st century, opening the door to a novel and fertile ground of research. What takes place when bi- or multilingual individuals sit at the keyboard has been the focus of several studies exploring computer-mediated communication (cmc). However, there appears to be a lack of research dealing specifically with Spanish-English language mixing online, a surprising fact given that Spanish is the third language of the Internet and its use has grown 800% in the last decade. The present work analyzes and compares data from three different sources of cmc (e-mail, blogs, and social networks including Facebook and Twitter) among Spanish-English bilinguals in an attempt to further explore the still relatively new field of “electronic code-switching”. The study aims to outline the reasons behind bilingual individuals’ language mixing online, hypothesizing that it will accomplish many of the socio-pragmatic functions traditionally ascribed to oral code-switching along with, perhaps, other uses idiosyncratic of cmc. Furthermore, it intends to emphasize the cultural nature of code-switching, a crucial component that has often been overlooked in the search for grammatical constraints.

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Sadler, Randall. "Computer-mediated Communication and a Cautionary Tale of Two Cities." CALICO Journal 25, no. 1 (January 14, 2013): 11–30. http://dx.doi.org/10.1558/cj.v25i1.11-30.

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This paper describes an action research project that investigated the pedagogical applicability of computer-mediated communication (CMC) tools for collaborative projects. The research involved two groups of students studying to become ESL/EFL teachers, one group at a university located in the US Midwest and the other in the Catalan region of Spain, engaging in collaborative projects of their own designs which examined potential uses of CMC for language learning. As part of this project, the students also learned about and used a number of CMC tools, ranging from email to message boards to video chat, as part of their collaborative process. The participants reported a number of positive experiences with the technology, but this report focuses on the challenges encountered during the CMC and potential solutions to those issues.

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Zulkefli, Mohd Yusof, and Norfishah Mat Rabi. "Exploring the Usage of Computer-Mediated Communication in Assisting Individual with Autism Spectrum Disorder to Communicate." Al-i’lam - Journal of Contemporary Islamic Communication and Media 1, no. 1 (June 2, 2021): 126–43. http://dx.doi.org/10.33102/jcicom.vol1no1.9.

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Impairments in social interaction are the primary characteristics of an individual with Autism Spectrum Disorder (ASD). In addition, communication becomes the main issue that people with ASD will be struggling with. Nowadays, technology has become a necessity for our daily life, and it provides convenience to people to communicate effectively. However, ASD individuals may experience a wide variety of communication challenges. Most of the parents were concerned that the usage of the technology may negatively impact their ASD child. Hence, by conducting this study, we will understand how technology may affect them. This research aims to explore the usage of computer-mediated communication (CMC) in assisting ASD individuals in communicating. A qualitative research method is chosen to conduct this research, and the phenomenological study served as the research design. The samples were selected through non-probability sampling. Researchers conducted in-depth interviews with parents with ASD children, Special Education teachers or caregivers, therapists, and instructional communication technology experts to gather insightful information about CMC and ASD individuals. Findings indicated that all the informants agreed the CMC, such as computers, phones, or TV, can encourage ASD individuals to communicate with others and helps in their education. Even though the CMC helps the ASD individual in communication and education, throughout learning and communication, the usage of the CMC should be monitored to avoid addiction.

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Herzberg, Laura, and Harald Lüngen. "Types and annotation of reply relations in computer-mediated communication." European Journal of Applied Linguistics 7, no. 2 (September 2, 2019): 305–32. http://dx.doi.org/10.1515/eujal-2019-0006.

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AbstractThis paper presents types and annotation layers of reply relations in computer- mediated communication (CMC). Reply relations hold between post units in CMC interactions and describe references from one given post to a previous post. We classify three types of reply relations in CMC interactions: first, technical replies, i. e. the possibility to reply directly to a previous post by clicking a ‘reply’ button; second, indentations, e. g. in wiki talk pages in which users insert their contributions in the existing talk page by indenting them and third, interpretative reply relations, i. e. the reply action is not realised formally but signalled by other structural or linguistics means such as address markers ‘@’, greetings, citations and/or Q-A structures. We take a look at existing practices in the description and representation of such relations in corpora and examples of chat, Wikipedia talk pages, Twitter and blogs. We then provide an annotation proposal that combines the different levels of description and representation of reply relations and which adheres to the schemas and practices for encoding CMC corpus documents within the TEI framework as defined by the TEI CMC SIG. It constitutes a prerequisite for correctly identifying higher levels of interactional relations such as dialogue acts or discussion trees.

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Vandergriff, Ilona. "Emotive communication online: A contextual analysis of computer-mediated communication (CMC) cues." Journal of Pragmatics 51 (May 2013): 1–12. http://dx.doi.org/10.1016/j.pragma.2013.02.008.

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Carr, Caleb T. "CMC Is Dead, Long Live CMC!: Situating Computer-Mediated Communication Scholarship Beyond the Digital Age." Journal of Computer-Mediated Communication 25, no. 1 (January 2020): 9–22. http://dx.doi.org/10.1093/jcmc/zmz018.

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Abstract As the term “computer” and the processes and effects of technologies in human communication broaden, there is a need to have an accounting of the computer-mediated communication (CMC) subdiscipline. After identifying some of the changes that have occurred in both devices and our theories of CMC, suggestions are offered for how to uniquely situate CMC in the future. Ultimately, this article calls for a realignment of CMC scholarship away from focusing on the technological devices and toward an increased focus on the process, role, and effects of mediation. A litmus test whereby future researchers, authors, reviewers, and editors can help assess whether a study is of CMC or simply uses CMC is offered, and in doing so this work provides a foundation to develop theory and scholarship germane to the context of mediated interaction for the future.

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Al-Rawi, Mustafa Khalid Saleh. "Computer-Mediated Communication(CMC) as a tool for language teaching." IOSR Journal of Humanities and Social Science 22, no. 04 (April 2017): 23–28. http://dx.doi.org/10.9790/0837-2204022328.

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Hacker, Kenneth L. "The Potential of Computer-Mediated Communication (Cmc) for Political Structuration." Javnost - The Public 11, no. 1 (January 2004): 5–25. http://dx.doi.org/10.1080/13183222.2004.11008844.

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Alakhdar, Ghada. "Computer Mediated Communication and the Promotion of World Cultural Diversity." British Journal of Translation, Linguistics and Literature 2, no. 4 (December 5, 2022): 2–12. http://dx.doi.org/10.54848/bjtll.v2i4.42.

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In order to unpack the potential of CMC to promote the world cultural diversity, nomadology as the major cultural medium is considered, especially that it holds structural affinities to orality striking a tripartite media (CMC-nomad-oral). Nomadology suggests a traditional cultural structure that is already re-attracting academic interest with the advent of new media technologies. Rhizome as cultural theory used to explore social media negotiates its structural potential to promote cultural diversity, not just globalization. Considering the global reach of cyberspace, the diversity of world cultures are hosted on the same plane of interaction to "connect" and negotiate their potential of development and spread. Therefore, this study aims at introducing new perceptions to the cultural potential of CMC through arguing that the diversity of world cultures stand a chance of promotion amidst the tech-based globalization sweeping cultural production.

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Hara, Noriko. "Analysis of Computer-Mediated Communication: Using Formal Concept Analysis as a Visualizing Methodology." Journal of Educational Computing Research 26, no. 1 (January 2002): 25–49. http://dx.doi.org/10.2190/9w69-ul5k-dvnj-bmt3.

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Computer-Mediated Communication (CMC) is used in different contexts such as business, non-profit organizations, and education and uses different tools such as computer conferencing, e-mail, and groupware. However, it is apparent that the field of CMC lacks established methodologies to analyze the phenomena. This article introduces the use of Formal Concept Analysis (FCA) as a methodology to visualize the data in CMC. FCA is based on a mathematical lattice theory and offers visual maps (graphs) with conceptual hierarchies. Combined with content analysis, FCA is proposed to be a potential method for the analysis of CMC. In this study, three categories (social, cognitive, and metacognitive) from Henri's (1992) model for CMC content analysis were applied to FCA after a previous study used a content-analysis method based on Henri's model to convert the data from a computer conference. The purpose of this article is to provide an example of the application of FCA to CMC and to argue for its potential use for analyzing on-line discourse. Although this article specifically addresses issues related to analyzing data in CMC for education, the methodology is applicable to the analysis of CMC for different purposes.

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Wang, Yanlin, Steven M. Crooks, and Stefanie Borst. "Chinese language learners’ anxiety toward chat partners in computer-mediated communication." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 52, no. 2 (November 10, 2017): 127–47. http://dx.doi.org/10.1075/csl.52.2.02wan.

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Abstract Studies have shown foreign language anxiety (FLA) can negatively impact learners’ performance in the classroom, but learners experience less FLA during computer-mediated communication (CMC) activities. Although it has been documented that communicating with native speakers (NSs) can make foreign language learners more anxious, very few empirical studies have compared learners’ anxiety levels toward different online chat partners. The current study investigated intermediate Chinese language learners’ FLA in online text CMC activities chatting with NSs and non-native speakers (NNSs). The quantitative data analyses showed that there was a significant difference in the anxiety level between chatting with NSs and NNSs in text-based CMC: chatting with NSs made Chinese learners more anxious than chatting with NNSs. Language confidence and partner familiarity were the two main factors mediating the anxiety. Practical pedagogical implications and future research directions were discussed.

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Jiang, Liping. "On Effective Utilization of Computer-Mediated Communication Technology in Network-Based Foreign Language Teaching." Wireless Communications and Mobile Computing 2022 (June 19, 2022): 1–6. http://dx.doi.org/10.1155/2022/1048311.

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The integration of computer-mediated communication and language teaching has been a common practice in the higher institutes internationally. The effective application of computer-mediated communication (CMC) in network-based foreign language teaching depends on the optimal balance between the use of teaching methods, teaching sources, and teaching means in a specific learning environment. Based on the current literature research on CMC, this paper mainly introduces the CMC in foreign language learning from its time characteristics, compares the language generation under synchronous and asynchronous CMC, and discusses and analyzes the setting of teaching tasks and the application of CMC in teaching practice, as well as the possible technical availability problems.

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Akutsu, Sumie, and Tim Marchand. "Computer-Mediated Communication for Course Delivery and Teaching Materials Development." International Journal of Computer-Assisted Language Learning and Teaching 5, no. 3 (July 2015): 1–19. http://dx.doi.org/10.4018/ijcallt.2015070101.

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This paper describes a university English course which uses computer-mediated communication (CMC) for the dual-purpose of providing lesson materials online and collecting student written output in the form of a news-based blog to develop a learner corpus. Comments on the blog from Japanese university students form the basis of a learner corpus, which is analysed with reference to native speaker norms, allowing needs to be identified and addressed in subsequent materials. The paper discusses CMC as a repository of teaching materials and as a resource to develop teaching materials.

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Niezabitowska, Agata, Anna Oleszkiewicz, and Michał Pieniak. "Does the Frequency of Using Emoticons in Computer-Mediated Communication Signal Creativity?" Creativity. Theories – Research - Applications 6, no. 1 (June 1, 2019): 66–76. http://dx.doi.org/10.1515/ctra-2019-0004.

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AbstractNowadays many human interactions take place in the virtual environment. To express emotions and attitudes in computer-mediated communication (CMC) individuals use emoticons - graphic representations of emotions and ideas. Contemporary applications serving computer-mediated communication (CMC) are provided with a broad spectrum of emoticons which may be used in communication. Variety of emoticons gives users of CMC an opportunity to create unique messages and express emotions in a creative manner. This study involved 275 online respondents and aimed to verify whether the frequency of emoticons use may be predicted by the three characteristics of creativity (creative abilities, openness, independence). Bayesian regression analysis showed that creativity does not predict frequency of emoticons use in CMC. No correspondence between creativity and frequency of emoticons use may be explained by pragmatic function of emoticons as they are used to communicate efficiently with an emphasis on the sender-recipient shared understanding of the emoticons meaning. What is more, robust popularity of communication applications leads to widespread employment of emoticons by CMC users. Therefore, with growing number of emoticons users’ creative individuals may seek less common means of expressing own creativity.

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Lin, Huifen. "Computer-mediated communication (CMC) in L2 oral proficiency development: A meta-analysis." ReCALL 27, no. 3 (December 22, 2014): 261–87. http://dx.doi.org/10.1017/s095834401400041x.

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AbstractThe ever growing interest in the development of foreign or second (L2) oral proficiency in a computer-mediated communication (CMC) classroom has resulted in a large body of studies looking at both the direct and indirect effects of CMC interventions on the acquisition of oral competences. The present study employed a quantitative meta-analytic approach to investigate such effects by synthesizing (quasi)experimental studies that provide empirical quantitative data for effect size calculation. A literature search located 25 relevant studies for the final analysis. Each study was independently coded for learner, design and publication characteristics. The averaged effect size was estimated from the included studies. The results of the meta-analysis reveal that communication mediated by computer/technologies produced a moderate positive effect on L2 learners’ oral proficiency compared to face-to-face (F2F) communication or no interaction. Furthermore, CMC has roughly similar effect on pronunciation, lexical and syntactic level of oral production; however, it might have a negative impact on fluency and accuracy. This meta-analysis also found that the effect of CMC on oral proficiency depends on several methodological factors such as task type, outcome measurement, treatment length, and assessment task. Major findings of the current meta-analysis include: (1) studies relying on elicited data are superior to those utilizing naturalistic data; (2) reading aloud seems to be the task that could elicit the best oral performance from students; (3) surprisingly, CMC appeared to be harmful for accuracy and fluency; (4) studies that employed decision-making generated the largest effect size, followed by studies that used more than one task type; (5) among the four tasks, jigsaw actually generated a negative effect on oral performance; and (6) as the most popular task employed by primary researchers, opinion-exchange studies produced the smallest effect size. These findings need to be interpreted as exploratory rather than confirmatory since each of them became less trustworthy after taking into consideration numerous other factors such as CMC task and the particular CMC tool used, etc. Future research suggestions are provided and the limitations of this meta-analysis are addressed.

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Salaberry, M. Rafael. "Theoretical Foundation for the Development of Pedagogical Tasks in Computer Mediated Communication." CALICO Journal 14, no. 1 (January 14, 2013): 5–34. http://dx.doi.org/10.1558/cj.v14i1.5-34.

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Computer Mediated Communication (CMC) permits users to engage in purposeful exchanges with other humans (and with on-line databases) both synchronously and asynchronously. Yet, disappointment with previous technological "revolutions" may cause language teachers to be less receptive to the pedagogical uses of this new medium. A historical review of some of pedagogical claims of Computer Assisted Language Learning (CALL), multimedia applications, and their eventual outcomes, as well as new research in Second Language Acquisition (SLA), support the proposition that CMC gives second language learners the opportunity to enhance their learning experience. A theoretical framework is suggested for the development of pedagogical tasks based on CMC environments.

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Tetteh, Emmanuel Dortey, Zhiguang Qin, and Benjamin Kwofie. "Computer-Mediated Communication Portal Implementation Framework: A Higher Education Institutional Perspective." International Journal of Emerging Technologies in Learning (iJET) 15, no. 03 (February 18, 2020): 180. http://dx.doi.org/10.3991/ijet.v15i03.11641.

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computer-mediated communication (CMC) portal services provision through in-formation technologies (IT) in higher educational institutions (HEIs) should not be an impossible task considering the growth in information systems (IS) and an upsurge of internet users. There have been numerous efforts aimed at implement-ing CMC portals by HEIs but just a few could be said to be successful. The aim of this research is to develop a framework that can help to provide a better understanding of how to manage the entire implementation process so as to bring the expected advantages to institutions implementing it. Results of past research had been studied to develop the conceptual framework utilizing significant theories in the field of information system implementation and institutional change. The framework addresses the adoption, implementation as well as institutionalization stages of CMC portal implementation, and a number of institutional contextual factors influencing implementation efforts within the stages

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Kim, Jong-Ok, and Oh-Byung Kwon. "Group Cohesiveness Context Aware Computing Methodology for Computer Mediated Communication." Journal of Society for e-Business Studies 16, no. 2 (May 31, 2011): 1–18. http://dx.doi.org/10.7838/jsebs.2011.16.2.001.

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Nam, Junghyun. "Understanding of the Quality of Computer-Mediated Communication Technology in the Context of Business Planning." Informing Science: The International Journal of an Emerging Transdiscipline 24 (2021): 111–27. http://dx.doi.org/10.28945/4872.

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Aim/Purpose: This study seeks to uncover the perceived quality factors of computer-mediated communication in business planning in which communication among teammates is crucial for collaboration. Background: Computer-mediated communication has made communicating with teammates easier and more affordable than ever. What motivates people to use a particular CMC technology during business planning is a major concern in this research. Methodology: This study seeks to address the issues by applying the concept of Information Product Quality (IPQ). Based on 21 factors derived from an extensive literature review on Information Product Quality (IPQ), an experimental study was conducted to identify the factors that are perceived as most relevant. Contribution: The findings in this study will help developers find a more customer-oriented approach to developing CMC technology design, specifically useful in collaborative work, such as business planning. Findings: This study extracted the three specific quality factors to use CMC technology in business planning: informational, physical, and service. Future Research: Future research will shed more light on the generality of these findings. Future studies should be extended to other population and contextual situations in the use of CMC.

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Lin, Yen-Liang (Eric). "Non-standard capitalisation and vocal spelling in intercultural computer-mediated communication." Corpora 11, no. 1 (April 2016): 63–82. http://dx.doi.org/10.3366/cor.2016.0085.

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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.

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Li, Qiong. "L2 Chinese learners’ pragmatic developmental patterns in data-driven instruction and computer-mediated communication (CMC)." Applied Pragmatics 1, no. 2 (November 12, 2019): 154–83. http://dx.doi.org/10.1075/ap.19006.li.

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Abstract This study examined second language (L2) Chinese learners’ developmental patterns of pragmatic competence in two computer-mediated communication (CMC) conditions: (1) CMC with data-driven instruction embedded in the course of CMC and (2) CMC without data-driven instruction. Learners’ pragmatic competence was operationalized as their ability to use a Chinese sentence final particle (SFP) ne during CMC with a native speaker partner. The study investigated: (1) whether learners (as a group) developed their use of ne over time in the two CMC conditions, and (2) how individual learners changed their use of ne (if any) in the two conditions. The quantitative analysis (token and type frequency of ne) revealed that CMC itself did not promote learners’ use of ne. However, it promoted learners’ production of ne when data-driven instruction was incorporated into CMC. Supporting the quantitative findings, the qualitative analysis showed that one learner in the CMC with data-driven instruction outperformed his counterpart in the CMC without data-driven instruction group in the diverse use of ne.

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McMahen, Chris, and A. J. Dawson. "The Design and Implementation of Environmental Computer-Mediated Communication (CMC) Projects." Journal of Research on Computing in Education 27, no. 3 (March 1995): 318–35. http://dx.doi.org/10.1080/08886504.1995.10782135.

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Nowak, Kristine L. "Sex Categorization in Computer Mediated Communication (CMC): Exploring the Utopian Promise." Media Psychology 5, no. 1 (February 2003): 83–103. http://dx.doi.org/10.1207/s1532785xmep0501_4.

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Guegan, Jérôme, Pascal Moliner, and Laurent Milland. "Social Asymmetries and Anonymity in Dyadic Computer-Mediated Communication." Swiss Journal of Psychology 75, no. 1 (January 2016): 15–23. http://dx.doi.org/10.1024/1421-0185/a000167.

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Abstract. This research concerns the influence of dominant/dominated asymmetries in the perceptual structure of social categories in computer-mediated communication (CMC). We explore the connection between the cognitive effects described by the social identity model of deindividuation effects (SIDE) and the impact on perceptions of the asymmetrical status that characterizes gender groups. The study analyzes the gender perception of two interlocutors in a communication context of anonymity or visibility. The experiment was based on a standardized protocol designed to control the various declarative contents expressed during the communication. Eighty-eight participants were placed in a CMC situation with a confederate of the opposite sex. We manipulated visibility and anonymity through interlocutors’ names (provided vs. withheld) and the presence or absence of a webcam in the communication situation. In accordance with our predictions, the results suggest that gender asymmetry can modulate the cognitive effects of anonymity. The results and prospects of this research are discussed in light of work on the dominant/dominated groups and the SIDE model.

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Ross, John A. "The Influence of Computer Communication Skills on Participation in a Computer Conferencing Course." Journal of Educational Computing Research 15, no. 1 (July 1996): 37–52. http://dx.doi.org/10.2190/6tyw-adv1-w0lc-n9h0.

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Computer-Mediated Communication (CMC) courses are attracting students with weak computer communication skills. This study examined what happened to these students when they enrolled in a CMC course that required high levels of peer interaction. It was anticipated that students with weaker skills would miss important instructional events, have lower levels of task-relevant contributions, have less influence on group products, and engage in less demanding learning activities. But lack of technical skill had a marginal effect on participation, much less than prior knowledge of course content. The generalizability of this good news is limited by several contextual factors that supported participation of students with weak communication skills: student maturity, provision of a CMC coach, the ethos emerging from the structure and content of the course, and the low skill threshold required for participation.

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Lee, Eun-Ju. "Authenticity Model of (Mass-Oriented) Computer-Mediated Communication: Conceptual Explorations and Testable Propositions." Journal of Computer-Mediated Communication 25, no. 1 (January 2020): 60–73. http://dx.doi.org/10.1093/jcmc/zmz025.

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Abstract While several major theories and models have emerged and guided research on computer-mediated communication (CMC) in the interpersonal context, equivalent theoretical development seems to be lacking in the study of mass-oriented CMC, despite a large volume of amassed research. This article aims to propose an integrative conceptual framework for the study of mass-oriented, including mass-personal CMC, with (perceived) authenticity as its core unifying construct. A range of theoretical constructs independently developed in various subdisciplines and pertinent research findings are reviewed in light of the authenticity of source, message, and interaction. Several testable propositions are derived concerning antecedents to and consequences of authenticity judgments, with a view to stimulating programmatic empirical investigations on the role of authenticity in CMC.

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Pervukhina, Svetlana, and Mikhail Churikov. "Computer-mediated communication in DIY discourse." E3S Web of Conferences 273 (2021): 12155. http://dx.doi.org/10.1051/e3sconf/202127312155.

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Do-It-Yourself discourse (DIY discourse) is communication aimed at teaching laymen to do professional processes and exchanging experiences in professional spheres. It is a very called-for tool for non-vocational training. DIY discourse comprises non-verbal, verbal, and polycode texts. In this research we analyzed general characteristics of DIY discourse. On the first stage of our research we selected articles from www.wikihow.com that teach the lay audience how to do different things. On the second stage of the research we analyzed genres that occur in the computer-mediated environment and polycode texts that represent the computer-mediated communication (CMC) in the DIY discourse. From a semiotic point of view, non-verbal texts are an emblem of a professional process, verbal texts provide a symbol side, and polycode texts combine an emblem and a symbol. We have found out that DIY discourse comprises several genres with different semiotic codes. It can have non-verbal, verbal and polycode format. We have come to the conclusion that polycode texts are the specific feature of computer-mediated communication. They are widely employed in DIY discourse to achieve a more profound comprehension of the professional processes.

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Abrams, Zsuzsanna I. "Sociopragmatic Features of Learner-to-Learner Computer-Mediated Communication." CALICO Journal 26, no. 1 (January 14, 2013): 1–27. http://dx.doi.org/10.1558/cj.v26i1.1-27.

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The present study offers a holistic and rich description (as recommended by Ellis, 1999b) of the sociopragmatic features of exchanges among first-year learners of German. Specifically, it examines the use of opening and closing sequences, patterns of topic assignment, and maintenance by participants in computer-mediated interactions in order to gain insights into learners' sociopragmatic abilities in the foreign language. This is an important first step towards exploring the potential of computer-mediated communication (CMC) for fostering foreign language (L2) sociopragmatic competence, which--Kasper (1998) posited--may be developed only through practice and awareness raising. The results of the present study suggest that computer-mediated learner-to-learner interac-tion offers L2 learners unique opportunities for active control of topic selection and management and provides rich opportunities for learners to recognize and adapt to diverse interactional patterns through collaboration among the interactants. Thus, the study furthers the argument that through meaningful participation in different speech communities--here, CMC communities--L2 learners may develop the procedural knowledge (Wildner-Bassett, 1994) necessary for recognizing the interac-tional patterns of a microlevel speech community (e.g., an online discussion group) and for adapting their discourse effectively to function in these speech communities.

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Journal articles on the topic 'Computer mediated communication (CMC)'

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