Готові списки джерел за темами / Chat mediated communication

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Добірка наукової літератури з теми "Chat mediated communication"

Автор: Grafiati

Опубліковано: 10 березня 2023

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Статті в журналах з теми "Chat mediated communication"

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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Al-Sa’Di, Rami A., and Jihad M. Hamdan. "“Synchronous online chat” English: Computer-mediated communication." World Englishes 24, no. 4 (November 22, 2005): 409–24. http://dx.doi.org/10.1111/j.0883-2919.2005.00423.x.

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Murthy, Uday S., and David S. Kerr. "Comparing Audit Team Effectiveness via Alternative Modes of Computer-Mediated Communication." AUDITING: A Journal of Practice & Theory 23, no. 1 (March 1, 2004): 141–52. http://dx.doi.org/10.2308/aud.2004.23.1.141.

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In various stages of an audit, it is common for individual members of the audit team to possess audit-relevant information not known by other members of the team. In many situations, such information must be shared and integrated with other relevant information in order to make accurate decisions. Computer-mediated communication (CMC) technologies, which are deployed in most large public accounting firms, could potentially facilitate information exchange in audit teams. This study employs a theory of Task-Technology Fit (Zigurs and Buckland 1998) as the basis for examining the relative effectiveness of alternative modes of audit team communication in a task requiring the exchange and processing of uniquely held information. Using student teams, the modes of communication investigated are face-to-face, a bulletin-board tool, and a chat tool. Results reveal that teams using the bulletin-board tool outperformed teams using the chat tool and teams communicating face-to-face. There were no significant perfor-mance differences between teams using the chat tool and teams interacting face-to-face. The study has implications for accounting firms contemplating or already using computer-mediated communication to facilitate the collaborative work of audit teams.

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Ziegler, Nicole, and Huy Phung. "Technology-mediated task-based interaction." Technology-mediated feedback and instruction 170, no. 2 (October 8, 2019): 251–76. http://dx.doi.org/10.1075/itl.19014.zie.

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Abstract This exploratory study examines the extent to which mode differentially impacts the quantity and quality of interactional features in second language (L2) task-based interaction. Following a within-subject, repeated measures design, intermediate adult learners (n = 20) completed four (counter-balanced) tasks with a confederate interlocutor in the following conditions: audio-chat, video-chat, text-chat, and multimodal chat (in which participants could interact using more than one form of communication). Quantitative analyses examined the quality of learners’ interactions, including negotiation, recasts, and LREs. Data regarding learners’ perceptions of type of technology were also collected to provide a more holistic perspective. The results demonstrate differences in terms of interactional features and learners’ preference based on mode of technology.

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Реконвальд, Н. В. "ANTHROPOCENTRE OF COMPUTER MEDIATED COMMUNICATION (based on English chat sessions)." Writings in Romance-Germanic Philology, no. 1(44) (September 2, 2020): 253–63. http://dx.doi.org/10.18524/2307-4604.2020.1(44).211018.

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Çubukçu, Hatice, and Özge Kutlu. "Computer Mediated Communication: An Observation on Gender in Chat Rooms." Procedia - Social and Behavioral Sciences 70 (January 2013): 724–30. http://dx.doi.org/10.1016/j.sbspro.2013.01.116.

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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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Chai, Xun Yu, and Ganakumaran Subramaniam. "The Use of Communication Strategies in Mobile Asynchronous Chat." International Journal of Computer-Assisted Language Learning and Teaching 11, no. 2 (April 2021): 33–50. http://dx.doi.org/10.4018/ijcallt.2021040103.

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The 21st century education is to provide students with digital learning experiences alongside creating a path to independent and collaborative learning. In this regard, computer-mediated communication (CMC) is receiving great attention in the field of education. Using a case study mixed methods approach, this paper examines the communication strategies used by postgraduate students, who are also in-service teachers, using the asynchronous WeChat mobile app for academic problem-solving purposes. It also explores their opinions on the practicality of using the oral asynchronous communication programme for problem-solving activities. It is found that the asynchronous spoken medium triggers ‘presentation speech' patterns that reflect both spoken and written features. The problem-solving process in the asynchronous spoken medium also is mediated via a low frequency of the use of communication strategies. The findings shed light on teaching and learning via oral-based asynchronous medium pertaining to the types of tasks and learning objectives to be achieved.

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Butar Butar, Dian Anggreani. "PERILAKU KOMUNIKASI ORANG TUA DALAM MENANGGAPI PENYEBARAN HOAX PADA GRUP CHAT WHATSAPP." Prosiding Konferensi Nasional Sosial dan Politik (KONASPOL) 1 (January 24, 2023): 109. http://dx.doi.org/10.32897/konaspol.2023.1.0.2363.

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The purpose of this study is to describe how the communication behavior of parents when dealing with the spread of hoaxes in WhatsApp chat groups. The concept used in this study is the theory of Computer Mediated Communication (CMC), parental communication behavior, the spread of hoaxes, and WhatsApp Messenger. The method used in this research is qualitative and the approach used in this research is descriptive qualitative. The data collection technique was sourced from online observations carried out on Whatsapp group chat account activities, researchers will conduct interviews with 3 informants and documentation. The results of this study indicate that the lack of understanding of parents, which affects behavior in communicating in WhatsApp groups and expands the spread of hoaxes.

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Mayuuf, Hussain Hameed, and Mohanned Jassim Dakhil Al-Ghizzy. "Stylistic Features of Internet Relay Chat IRC as a Medium of Computer-Mediated Communication." International Journal of Linguistics, Literature and Translation 5, no. 12 (December 18, 2022): 161–67. http://dx.doi.org/10.32996/ijllt.2022.5.12.20.

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This study is a quantitative-qualitative, descriptive study in one of the mediums of computer-mediated communication, CMC. It attempts to investigate some stylistic features in the medium of Internet Relay Chat IRC that are used by online chatters. The data of this study are gathered from open access chatrooms through screen shots. The number of screen shots that are used in the analyses is (30) screen shots. The findings reveal that chat systems allow chatters to use different stylistic features such as graphic features, orthographic features, discourse features, flaming, spamming, spoofing, trolling, and lurking. The most frequent features are orthographic features such as “abbreviation, acronyms and punctuation”. These features are widely used in internet relay chat to save time, effort and as economy expressions.

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Дисертації з теми "Chat mediated communication"

Placks, Simon James. "Interpersonal deceit and lie-detection using computer-mediated communication." Thesis, Durham University, 2003. http://etheses.dur.ac.uk/3707/.

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This thesis examines the use of computer-mediated communication for lie-detection and interpersonal deceit. The literature within the fields of lie-detection and mediated communication are reviewed and it is proposed that there is a lack of knowledge surrounding how people use CMC to deceive one another. Qualitative research was carried out in order to address this shortcoming, exploring the self-reported experiences of chat room users who have been exposed to online deceit. Reports were provided that describe the misrepresentation of age, gender, vocation, affection, and appearance. The importance of stereotypes in driving suspicions is also emphasised within the reports. It is suggested that this key characteristic has more dominance in CMC than it would do face-to-face because of the occlusion of the traditional nonstrategic clues to deceit. Evidence for an alternative set of nonstrategic leakage clues was examined further by conducting a variant of the Guilty-Knowledge test within the context of a CMC based crime. It was found that participants exhibited a response time inhibition effect when presented with 'guilty knowledge' and that this effect was detectable through a standard two-button mouse. The use of such nonstrategic cues to deceit was explored further in a study that examined how CMC might be used to add additional control to a Statement Validity Assessment truth-validation test. It was found that the content analysis technique used by SVA was unable in its present form to correctly distinguish between truthful and fabricated statements of participants interviewed using a CMC chat program. In addition, it was found that the deletion-behaviours of participants fabricating a story within CMC provided no quantitative or qualitative evidence that they were lying.

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Anglemark, Linnéa. "Address Terms in Computer Mediated Communication: Email, Chat and Weblogs /." Uppsala : Engelska institutionen, Uppsala universitet, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-100108.

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Soukup, Charles. "Communicative performance in a multi-media computer-mediated community." [Lincoln, Neb. : University of Nebraska-Lincoln], 2000. http://international.unl.edu/Private/2000/soukupdis.pdf.

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Thesis (Ph. D.)--University of Nebraska--Lincoln, 2000.
PDF text: [4] leaves table of contents and acknowledgments, [3] leaves abstract, 244 leaves dissertation : col. ill. Includes bibliographical references (leaves 218-239 of dissertation).

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Du, Plessis A. S. "Travel information exchanges in a computer-mediated environment analysis of the Africa category on the departure lounge branch of the thorn tree /." Pretoria [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-10182006-154835.

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Lind, Adam. "Chat Language : In the continuum of speech and writing." Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-21444.

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The aim of this essay is to determine where on a continuum between speech and writingwritten computer-mediated communication (chat language) would be placed. The essay makes use of a methodology based on Biber (1988). This was done using a quantitative research methodology based on counting and comparing specific linguistic features in different texts. The data for chat language came from the NPS Chat Corpus. Other data used were transcripts of spoken discourse as well as a popular scientific text as material for comparison. This essay is mainly focused on four features: the use of pronouns, passives, ellipsis and the type/token ration of each individual text. Despite the limited size of the material sampled, the results showed that chat language had more in common overall with speech than with writing.

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Becker, Jennifer A. "Impression management in computer-mediated communication : an exploratory qualitative analysis." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1136716.

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This study investigates the phenomenon of impression management in computer-mediated communication (CMC), particularly chat rooms. Past research has overlooked the occurrence of this phenomenon; however, connections can be drawn from the body of research on impression management in face-to-face communication as well as the body of research on CMC. Indeed, impression management is an integral part of chat room interaction.A screening survey was administered to 382 college students to identify those students who interacted in chat rooms regularly and admitted to engaging in impression management and misrepresenting their identities. Ten such students were interviewed. Their accounts were recorded, transcribed, and analyzed using the grounded theory methodology. The analysis revealed that a set of antecedent conditions influence the phenomenon of impression management, which is managed by two action/interactional strategies and results in an outcome.
Department of Speech Communication

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Frisk, Irina. "A Linguistic Analysis of Peer-review Critique in Four Modes of Computer-mediated Communication." Doctoral thesis, Mittuniversitetet, Avdelningen för humaniora, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-26741.

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Abstract The present work is a quantitative and qualitative analysis of pragmatic strategies for delivering critique, and types of politeness, used by undergraduate L2 students of English at different stages of peer-review discussion. The material examined consists of four corpora of authentic conversations between students, the main purpose of which was to give feedback on each other’s contributions during an English A-level course, at Mid-Sweden University. The conversations explored were carried out electronically, and represent four different online environments, or modes of computer-mediated communication (CMC). The material from the two asynchronous modes of CMC is comprised of L2 students’ written discussion board messages and spoken posts recorded using online software. The two synchronous environments under investigation are text-based and voice-based chat. Taking Brown and Levinson’s (1987) framework of politeness as a point of departure, the present study uses a combination of corpus and conversation analytical methods. The basic unit of analysis has been defined as the shortest message of peer-review critique that constitutes a thematic unit: these have been examined in terms of their content and politeness features associated with them, and analyzed in terms of the pragmatic strategy and type of politeness adopted. The types of pragmatic strategies or message organization patterns at different stages, i.e. initial versus subsequent feedback, of the peer-review discussion have also been analyzed. The results of the study show that the pragmatic strategies aimed at praise and agreement prevail in the corpus data produced by predominantly native speakers of Swedish. Even though the pragmatic strategies used for disagreement and negative evaluation are rich in propositional content, their occurrences and distribution vary across the four modes of CMC examined. These results seem to have wider implications in the context of online L2 learning activities, providing insights about the language of peer-review critique in a Swedish academic setting. Keywords: computer-mediated communication (CMC), Conversation Analysis (CA), conversation management, discussion boards, feedback category, mode of CMC, peer-review discussion, politeness theory, pragmatic strategy, speech act of critique, text-based chat, type of politeness, voice-based chat, VoiceThread

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Al-Rashdan, Omar. "L'emploi variable des signes diacritiques dans le français tchaté : une étude variationniste en temps apparent." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28382/.

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After providing an historical overview of the French spelling system and orthographic variation, this study analyzes selected internal (i.e., linguistic) factors and one external (i.e., social) factor that can influence the use of diacritics in online French-language chat sessions. From a corpus of synchronous computer-mediated communication, 3,855 tokens of graphemes capable of bearing diacritics were coded with the following scheme: Letter, Diacritic, Grapheme (i.e., Letter and Diacritic combined), Date of Participation, and Age Group of Participant. A multivariate (VARBRUL) analysis determined that Grapheme exerts the most influence on variation.

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Österljung, Patrik. "Dimensions of speech and writing in World of Warcraft chat transcripts." Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-16959.

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The aim of this essay was to examine chat communication in the World of Warcraft on-line interactive game in order to place the chat on the formal/informal continuum using speech and writing as extremes, as well as to examine the linguistic context of the chat situation within a broadly Hallidayian perspective and tenor of the participants. A corpus of 3675 words was gathered from the game on the realm or game server of Bloodfeather. The data was analysed by counting the frequency of a few selected linguistic features and compared with examples of speech and writing. The research showed that the chat in World of Warcraft was highly informal and would on the continuum be placed as more informal than the speech extract used for comparison. The results also indicated that context plays a small role in shaping the chat conversation and that tenor have close to no significance at all.

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Salinas, Helen. "Vad händer med språket och skrivandet när eleverna chattar på spansklektionen? : En jämförelse av individuellt skrivande och chattskrivande i socialt medium." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-145681.

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In this study, individually written essays are compared with interactively written chat texts with the aim to investigate, describe and to some extent explain what happens to the language and the writing during a chat session. Students in a Swedish upper secondary school studying Spanish A2 completed two jigsaw tasks through writing and the texts were analyzed from a descriptive grammatical and stylistic perspective through variable analysis. In the results, the essays tended to be more complex syntactically whereas the chat texts showed more variation and accuracy regarding verb conjugation. As to fluency (text length), number of clauses and verbal forms there were no major differences. Chatting in school environment seemed to become semiformal in this study, with many incomplete sentences and interjections, but with few extra-linguistic signs and only some decline in the usage of accents. A challenging feature of the chat practice is that the interactivity makes the final text result an inseparable entity of two individual texts both regarding content and language. At the same time the interactivity could be the reason for the higher variation and accuracy of the verb conjugation in the chat texts of this study.

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Частини книг з теми "Chat mediated communication"

Seward, Linda, Vickie Harvey, and Joseph Carranza. "Computer-Mediated Communication that Brings Learning into the Present." In E-Collaboration, 1171–81. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-652-5.ch087.

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A two-part assignment was designed which paired students together using e-mail technology that required them to engage in peer teaching. This allowed us to study computer-mediated communication that was not part of a discussion group or chat room. An analysis of the e-mails revealed that males and females did not differ in frequency, length or use of social incentives. Males sent slightly more status enhancement messages while females sent more status recognition messages. Significant gender differences occurred, however, in the use of apologies and in how personal weaknesses or bad experiences were characterized. Unexpectedly, university affiliation was more significant than gender in the amount of self-disclosure.

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Punyanunt-Carter, Narissra Maria, and Stacy L. Carter. "Understanding Students with Special Needs Self-disclosure in Internet Chat Rooms." In Communication Technology for Students in Special Education and Gifted Programs, 48–65. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-878-1.ch004.

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This book chapter proposes a research agenda for determining, describing, and depicting special needs students’ self-disclosure behaviors via the Internet in regards to the Communication Privacy Management Theory (formerly known as the Communication Boundary Management Theory). Internet, computer-mediated communication, chat rooms, self-disclosure, and the Privacy Management Theory are all identified and summarized. The theory is presented for its usefulness and its significance to studying self-disclosure in Internet chat rooms among individuals with disabilities. In addition, future research directions using each theory to study individuals with special needs’ self-disclosure in Internet chat rooms are presented. Research presented in this chapter should be able to assist parents, teachers, and others who interact with individuals with disabilities, with an overview of the impact of self-disclosure on the Internet.

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Boboc, Marius. "Connecting Communication to Curriculum and Pedagogy in Online Environments." In Web Design and Development, 315–38. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8619-9.ch016.

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This chapter relies on the analysis of communicative patterns, discursive sequences, and instructional strategies featured in an entirely online graduate level course featuring a combination of compulsory and optional chat sessions. Findings emphasize the use of communication dynamics to promote social presence and socially-mediated learning in online learning communities, which, for the purpose of this research project, are represented by the required synchronous discussions used in class. Recommendations focus on employing a flexible pedagogy that takes into account student characteristics, appropriate instructional and technological tools and strategies, course cadence or pace, creating and maintaining an online learning community, as well as clear and engaging communication. Further considerations relate to ensuring the identification of specific purposes for online chat sessions, their integration into the entire set of instructional strategies and resources, clear procedures for online discussion topic selection, and the associated grading policy.

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Boboc, Marius. "Connecting Communication to Curriculum and Pedagogy in Online Environments." In Building Online Communities in Higher Education Institutions, 132–56. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5178-4.ch007.

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Boboc, Marius. "Connecting Communication to Curriculum and Pedagogy in Online Environments." In Online Course Management, 1501–25. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5472-1.ch079.

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Lawson, Danielle. "Blurring the Boundaries." In Readings in Virtual Research Ethics, 80–100. IGI Global, 2004. http://dx.doi.org/10.4018/978-1-59140-152-0.ch005.

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As use of the Internet has grown, so to has the amount of research concerning various aspects of computer-mediated communication (CMC). In recent years, there has been an increase in the number of research projects dealing with Internet-based, synchronous chat programs. Although timely, this increased research interest in synchronous chat media is problematic due to potential ethical dilemmas regarding data gathering and research publication. This paper examines the ethical problems related to subject identity, privacy and “chat copyright” in synchronous online research. Additionally, it addresses possible strategies for minimizing ethical conflict, while maintaining research integrity.

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Lawson, Danielle. "Blurring the Boundaries." In Information Security and Ethics, 3321–39. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-937-3.ch222.

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Markman, Kris M. "Learning to Work Virtually." In Interpersonal Relations and Social Patterns in Communication Technologies, 220–36. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-827-2.ch012.

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This chapter presents an analysis of interaction in computer-mediated group meetings. Five undergraduate students used a quasi-synchronous chat interface to conduct four virtual team meetings. Using the framework of conversation analysis, I describe how self-initiated self repair of minor errors such as typos was used by team members as a vehicle for group norm development. The norms for typing style (punctuation, correcting typos and spelling mistakes) vary widely across computer-mediated communication (CMC) contexts. I show how the main function of the repair attempts was not to clarify meaning, but rather to help team members, particularly in their first meeting, work out an agreed-upon set of typing conventions for their subsequent interactions, thus contributing to the development of a norm of informality.

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Heafner, Tina L., and Michelle Plaisance. "Synchronous Text Chat (EduTexting) as an Online Learning Tool." In Advances in Early Childhood and K-12 Education, 108–25. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6383-1.ch006.

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The increasing popularity and accessibility of affordable computer-mediated communication is rapidly changing the way in which we, as a society, interact and conduct business. This phenomenon is pervasive in all market sectors, including virtual K-12 education. This chapter examines collective and individual use of synchronous text chat to explore learner and instructor social and cognitive presence as well as their attitudes toward online learning. This mode of communication unilaterally enriches the observational learning experience for all participants. Overall, four meaningful social and cognitive functions of synchronous text chat in online learning contexts emerge: a) enhancing enjoyment, b) engagement and noticing, c) achieving community and providing interactive immediacy, and d) bridging of theory to practice. In the spirit of 21st century technological development, the authors coin this use of SMS (synchronous texting) in academic settings EduTexting. They argue for its application and appropriateness in K-12 online courses.

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Ng, Eugenia M. W. "An Alternative Learning Platform to Facilitate Usability and Synchronization of Learning Resources." In Encyclopedia of Information Communication Technology, 21–31. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-845-1.ch004.

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The Internet was initially set up in the 1960s and 1970s for supporting research in the military. It was then developed in 1981 in the academic community to connect university computers to enhance communications between academic researchers so that they could efficiently exchange ideas about the ongoing research (Coyle, 1997). Files transfer protocol was frequently used for transferring of files and computer-mediated communication (CMC) was also popular in the education context. Formats of CMC include e-mail, bulletin board, and list servers. With the decreasing hardware and data communication costs and increasing bandwidth, the Internet has altered our options for living, studying, working, and entertainment. It appears to be the most powerful information technology tool for education in the 21st century. There are many reasons for its popularity, and the main reasons can be attributed to accessing information easily, freely, and speedily. It provides powerful search functions, enables synchronized communication such as video, audio conference, and chat, and enables multiple presentation formats such as animation and video streaming without any add-on software or hardware. In fact, the Internet is more than technology, it is a Web of social relations imaginatively constructed by symbolic processes initiated and sustained by individuals and groups.

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Тези доповідей конференцій з теми "Chat mediated communication"

Hastrdlová, Šárka. "The concept of power in computer-mediated communication." In Eighth Brno Conference on Linguistics Studies in English. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9767-2020-3.

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There has been a recent increase of interest in the phenomenon of power amongst linguists and also philosophers. The presented article attempts to consider power and ways in which it is exercised through language of computer-mediated communication (further CMC). This unique environment is determined by the specific conditions of an Internet chat room, such as anonymity and no audio-visual cues. In the theoretical part, Watts’s and Diamond’s investigations of power in various open and closed groups in oral communication are discussed and the notion of status is presented. The author divides the chat group corpus into individual sub-groups and tries to draw a graphical presentation, a sociogram, to show their complexity and distribution of power. However, the question remains how tight the sub-groups in CMC are or how interrelated they are with one another. In this respect, it is noteworthy to observe how a selected chat participant develops her status in various sub-groups and to analyze the means by which this possible status is achieved. The corpus was collected by the author herself. The main hypothesis is that the status of power changes quickly throughout chatting and it depends to a great extent on other cues such as address, non-verbal action displays, punctuation marks and so on. In other words, there are very few means by which to exercise power and hold it in this continuously changing and anonymous environment.

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Pastae, Veronica. "INTERPERSONAL COMMUNICATION IN THE ERA OF E-COMMUNICATION." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-111.

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What we want to investigate in this article is the impact of the pervasive role of technology, and especially of computers in human interaction. The main focus, however, will be on the challenges posed by computer-mediated communication to interpersonal communication. We shall address both positive and negative aspects of technology use in interpersonal communication experiences. Additionally, we shall approach the ways in which the recourse to computer - mediated communication has influenced the teacher-student interaction. e-mail messages, instant messaging, chat rooms, online social networks - virtual worlds, in general, may be very appealing from the perspective of interpersonal communication, mainly due to the fact that they seem less threatening. These means of communication offer plenty of benefits, but there are quite a lot of challenges and hazards to face in this respect. Another thing we want to turn our attention to is how the interaction in the field of education is affected by the use of technology. Is computer-mediated learning better or worse than face-to-face learning? In what ways? What are the advantages and disadvantages of this practice in terms of interaction? What are the present trends and what are the reasons behind them? Given the fact that e-communication lacks non-verbal cues or subliminal information, how does this influence interpersonal communication in the process of learning? In this paper we shall also investigate the ways and the extent to which these drawbacks are dealt with. We shall prove that people have looked for answers to these intricate questions and have come up with some solutions to solve the problem of remoteness during communication.

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Ishii, Yutaka, Shiho Nakayama, and Tomio Watanabe. "A superimposed self-character mediated video chat system with the function of face-to-face projection based on talker's face direction." In 2013 IEEE International Symposium on Robot and Human Interactive Communication (RO-MAN). IEEE, 2013. http://dx.doi.org/10.1109/roman.2013.6628542.

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