Статті в журналах: "Chat mediated communication"

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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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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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Mills, Gregory, Eleni Gregoromichelaki, Chris Howes, and Vladislav Maraev. "Influencing laughter with AI-mediated communication." Interaction Studies 22, no. 3 (December 31, 2021): 416–63. http://dx.doi.org/10.1075/is.00011.mil.

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Abstract Previous experimental findings support the hypothesis that laughter and positive emotions are contagious in face-to-face and mediated communication. To test this hypothesis, we describe four experiments in which participants communicate via a chat tool that artificially adds or removes laughter (e.g. haha or lol), without participants being aware of the manipulation. We found no evidence to support the contagion hypothesis. However, artificially exposing participants to more lols decreased participants’ use of hahas but led to more involvement and improved task-performance. Similarly, artificially exposing participants to more hahas decreased use of haha but increased lexical alignment. We conclude that, even though the interventions have effects on coordination, they are incompatible with contagion as a primary explanatory mechanism. Instead, these results point to an interpretation that involves a more sophisticated view of dialogue mechanisms along the lines of Conversational Analysis and similar frameworks and we suggest directions for future research.

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Aubrey, Scott. "Dynamic engagement in second language computer-mediated collaborative writing tasks: Does communication mode matter?" Studies in Second Language Learning and Teaching 12, no. 1 (March 21, 2022): 59–86. http://dx.doi.org/10.14746/ssllt.2022.12.1.4.

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This study takes a dynamic approach to investigating engagement, examining fluctuations in cognitive-affective variables at regular time intervals during online collaborative second language (L2) writing tasks. Using online conference software and online editing software, 16 university students who use English as an L2, completed two collaborative problem-solution L2 writing tasks in two communication modes: video-chat and text-chat. After each task, learners viewed videos of their performances in 12 three-minute segments and were asked to rate their engagement on two scales (interest, focus). They were then interviewed about their attributions for fluctuations in their ratings. Group-level analysis revealed that learners experienced significantly higher focus and interest during tasks performed in video-chat mode than text-chat mode. This was contrasted with an analysis from a dynamic perspective, which produced a more nuanced picture of individual engagement trajectories during the tasks. Dynamic patterns of engagement fell into either moderately steady, increasing, decreasing, or rollercoaster pattern categories. A content analysis of 32 interviews revealed four factors that accounted for changes in engagement during tasks: task design (e.g., task familiarity), task process (e.g., instances of collaboration), task condition (e.g., communication mode), and learner factors (e.g., perceptions of proficiency).

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Kucukyilmaz, Tayfun, B. Barla Cambazoglu, Cevdet Aykanat, and Fazli Can. "Chat mining: Predicting user and message attributes in computer-mediated communication." Information Processing & Management 44, no. 4 (July 2008): 1448–66. http://dx.doi.org/10.1016/j.ipm.2007.12.009.

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14

Chong, Larry Dwan. "The Linguistic Perspectives on Computer Mediated Communication." Beyond Words 8, no. 1 (May 2020): 24–35. http://dx.doi.org/10.33508/bw.v8i1.2366.

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This paper aims to explore the role of production and perception constraints in computer mediated communication. I review Lindblom's (1990) theory of phonetic variation and propose a new model of linguistic production in Computer Mediated Communication. Cyber citizens use cyber communication as conceptually oral, medially written. The reason to use chat-mode is that it saves time and space (the principle of least effort); here sound, not spelling, is the first thing to be considered. With respect to production in the proposed model, effort is no longer equated with articulatory movement, but rather with the number of keystrokes involved in typing an utterance. On discussing online, discussants show paralinguistic actions such as smile, frown, screaming, etc., and they also reduplicate writings, capitalize all the sentences, and use emoticons; net-communication is headed toward less grammatical and more telegraphic type. The production of hyper-and hypo-forms such as reduplication, punctuation and capitalization will vary according to the sender's estimation of signal-complementary processes and his attempts to compensate for the restricted context.We discuss online and off line on the issues; why we like cyber communication and how we classify the phenomena. The more computer mediated communications we use, the moreissues we have to review beyond words and linguistic principles.

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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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Mostovaia, Irina. "Nonverbale graphische Ressourcen bei Reparaturen in der interaktionalen informellen Schriftlichkeit am Beispiel der deutschen Chat-Kommunikation via IRC-Chat und WhatsApp." Journal für Medienlinguistik 1, no. 1 (December 4, 2018): 42–79. http://dx.doi.org/10.21248/jfml.2018.6.

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The aim of this paper is to present the results of an empirical analysis of the use of non-alphabetic graphic signs (e.g. asterisks, slashes, plus signs etc.) in the context of repairs in Russian and German informal electronic communication. The data for the analysis were taken from the “Mobile Communication Database MoCoDa” (http://mocoda.spracheinteraktion.de/), which contains Russian and German private electronic communication via SMS, WhatsApp and other short message services, and the “Dortmunder Chat-Korpus” (http://www.chatkorpus.tu-dortmund.de/korpora.html). This paper describes the functions of various graphic resources in the context of repairs in both data collections and compares the occurrences of these functions in current Russian and German computer-mediated communication. It concludes that particular signs in both data sets share the same subset of functions, but they differ in terms of how frequently these resources occur in each form of communication.

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Mostovaia, Irina. "Nonverbale graphische Ressourcen bei Reparaturen in der interaktionalen informellen Schriftlichkeit am Beispiel der deutschen Chat-Kommunikation via IRC-Chat und WhatsApp." Journal für Medienlinguistik 1, no. 1 (December 4, 2018): 42–79. http://dx.doi.org/10.21248/jfml.2018.6.

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The aim of this paper is to present the results of an empirical analysis of the use of non-alphabetic graphic signs (e.g. asterisks, slashes, plus signs etc.) in the context of repairs in Russian and German informal electronic communication. The data for the analysis were taken from the “Mobile Communication Database MoCoDa” (http://mocoda.spracheinteraktion.de/), which contains Russian and German private electronic communication via SMS, WhatsApp and other short message services, and the “Dortmunder Chat-Korpus” (http://www.chatkorpus.tu-dortmund.de/korpora.html). This paper describes the functions of various graphic resources in the context of repairs in both data collections and compares the occurrences of these functions in current Russian and German computer-mediated communication. It concludes that particular signs in both data sets share the same subset of functions, but they differ in terms of how frequently these resources occur in each form of communication.

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Ali, Bushra W. "The Use of Capital Computer-mediated Communication Expressions in the Non-Capital Cities as a Sign of Language Unification." International Journal of Linguistics, Literature and Translation 3, no. 10 (October 30, 2020): 100–109. http://dx.doi.org/10.32996/ijllt.2020.3.10.12.

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

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Maryani, Anne. "Karakteristik “Hyperpersonal Communication” dalam “Internet Relay Chat” sebagai Bagian dari “Computer Mediated Comunication”." Mediator: Jurnal Komunikasi 7, no. 1 (June 19, 2006): 95–102. http://dx.doi.org/10.29313/mediator.v7i1.1216.

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Lew, Zijian, Joseph B. Walther, Augustine Pang, and Wonsun Shin. "Interactivity in Online Chat: Conversational Contingency and Response Latency in Computer-mediated Communication." Journal of Computer-Mediated Communication 23, no. 4 (June 5, 2018): 201–21. http://dx.doi.org/10.1093/jcmc/zmy009.

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Stromer-Galley, Jennifer, and Anna M. Martinson. "Coherence in political computer-mediated communication: analyzing topic relevance and drift in chat." Discourse & Communication 3, no. 2 (May 2009): 195–216. http://dx.doi.org/10.1177/1750481309102452.

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Kaushik, Radhika, Susan Kline, Prabu David, and D’Arcy John Oaks. "Differences between computer-mediated and face-to-face communication in a collaborative fiction project." International Journal of Cognition and Technology 1, no. 2 (December 31, 2002): 303–26. http://dx.doi.org/10.1075/ijct.1.2.06kau.

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In this paper we examine collaborative fiction writing in a face-to-face setting and in a computer-mediated environment (online chat). To understand the role of social presence in online collaborative work, participants were placed either in a high collaboration task that involved working toward a common storyline or a low collaboration task that involved working toward individual storylines. For the high collaboration task, although face-to-face was perceived as more convenient than computer-mediated communication, this preference did not translate into any difference in terms of the number of idea units generated. For the low collaboration task, where teammates pursued independent storylines, computer-mediated communication was preferred over face-to-face communication. Despite this preference for computer-mediated communication over face-to-face communication in the low collaboration task, participants in the face-to-face condition generated more idea units than those in the computer-mediated condition. These findings are examined within the framework of interactivity and social presence.

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Bradbury, Amanda, Sara Schertz, and Eric Wiebe. "How Does Virtual Reality Compare? The Effects of Avatar Appearance and Medium on Self-Disclosure." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 66, no. 1 (September 2022): 2036–40. http://dx.doi.org/10.1177/1071181322661123.

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Digital communication methods such as social media, texting, video conferencing account for a significant amount of social interaction traffic; however, in the coming decade, virtual reality (VR) is likely to appropriate much of this space from traditional 2D computer-mediated applications. The current series of studies first compared how different digital communication mediums (i.e., voice only, video chat, and VR) affect self-disclosure and then, looking specifically at VR, evaluated how avatar appearance affects self-disclosure. Overall, study one indicated that VR users are more likely to reveal highly personal facts, attitudes, opinions, and emotions than video chat or voice only communication users. Looking only at VR communication, study two demonstrated that individuals with a human avatar are more likely to reveal emotional experiences and highly personal facts, attitudes, and emotions about themselves and their experiences compared to individuals using a robot avatar.

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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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Deuber, Dagmar, Jakob R. E. Leimgruber, and Andrea Sand. "Singaporean internet chit chat compared to informal spoken language*." Journal of Pidgin and Creole Languages 33, no. 1 (May 7, 2018): 48–91. http://dx.doi.org/10.1075/jpcl.00002.deu.

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Abstract This paper compares data from a Singaporean chit chat forum to informal spoken data. We first perform a qualitative analysis of text samples in a framework of indexicality. Then we present quantitative findings for two (sets of) features each of the contact variety Singlish (particles, the kena-passive) and spoken English in general (discourse markers, contractions). For the former some similarities are observed but we also find that the forum contributors tend to be creative and innovative in their choice of particles. In this connection we argue that they index specific subgroup identities and further point out that Singlish is a rather flexible set of resources. Our findings differ from those of previous research on Jamaican Creole as used in an internet forum, thus showing that the use of contact varieties in computer-mediated communication can take different forms. The general features of spoken English are used comparatively less in the forum data, indicating that using Singlish features in writing is not tantamount to writing down spoken language. Moreover, we draw attention to features of computer-mediated communication in in the chit chat forum data. Finally we discuss implications in terms of the Dynamic Model of the evolution of Postcolonial Englishes (Schneider 2007).

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Blattner, Geraldine, and Lawrence Williams. "The variable use of diacritics in synchronous computer-mediated French discourse: Replication research." Journal of French Language Studies 32, no. 2 (July 2022): 216–42. http://dx.doi.org/10.1017/s0959269522000011.

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AbstractThis study promotes replication research as a methodological approach that is needed in order to compare earlier and more recent analyses of digital discourse. When much of the existing research was conducted, the primary means of communication included the use of a computer keyboard, (presumably) less bandwidth, and fewer devices. However, with an increase of the range of device types, the study of diacritics deserves another look within the Digital Media landscape. The present study examines the variable use of diacritics in synchronous (i.e., real-time) French chat discourse. We have replicated a study with different data sets from the same chat corpus, which is composed of data from a European chat server. We have also compared the data from the 2008 half of the corpus to data from the same chat channels collected in 2016 (just over 60,000 words in each half of the corpus, which included a total of 7,569 tokens that were coded). Our analysis of the 2008 corpus showed that one main finding was not the same as ours (from a different part of the 2008 corpus). Moreover, a diachronic analysis (2008 vs. 2016) revealed reversed trends between the two age-based channels (i.e., 20s vs. 50s).

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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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Darhower, Mark Anthony. "Role of Linguistic Affordances in Telecollaborative Chat." CALICO Journal 26, no. 1 (January 14, 2013): 48–69. http://dx.doi.org/10.1558/cj.v26i1.48-69.

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This study examines synchronous computer-mediated communication (SCMC) discourse in a bilin-gual chat setting consisting of Spanish-speaking learners of English and English-speaking learners of Spanish. Participants were members of a telecollaboration involving 80 students at North Carolina State University and the University of Puerto Rico. Data were derived from two chat groups, one of four students and the other of five students, engaged in nine 1-hour chat sessions (a half hour in English and a half hour in Spanish). The ecological affordance construct (van Lier, 1996, 2000) frames three research questions: (a) What types of linguistic affordances emerge in the bilingual chat sessions? (b) How do learners respond to linguistic affordances provided by native speakers? and (c) What are learners' perceptions regarding linguistic affordances in their chat discourse? Find-ings reveal that participants provide a range of affordances to each other, although affordances ap-pear to have a limited role in the overall telecollaborative context.

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Oliver, Mark J. "NOTICING HYBRID RECASTS IN TEXT CHAT." English Review: Journal of English Education 5, no. 1 (December 12, 2016): 25. http://dx.doi.org/10.25134/erjee.v5i1.386.

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This study examined ten EFL learners’ noticing of the corrective nature of a form of text-based SCMC (text chat) feedback that combined a recast of a grammatical error with metalinguistic information. The feedback, termed a hybrid recast, was provided by a native-speaker interlocutor during two text chat activities: a spot-the-difference and picture-ordering task. Data was collected in two ways: analysis of task-based dyadic text chat interaction in which uptake was used as an indicator of learner noticing, and a post-task questionnaire containing questions that identified evidence of learner noticing. Interaction analysis showed that learners responded to almost two thirds of the hybrid recasts with uptake. In addition, every learner provided evidence that they had correctly perceived at least some of the hybrid recasts as corrective in their post-task questionnaire responses.Keywords: Text chat (text-based SCMC - synchronous computed-mediated communication), Corrective feedback, Negative evidence, Recasts, Hybrid recasts, Metalinguistic correction, Uptake, Repair, Noticing

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Gong, Wei-Jie, Bonny Yee-Man Wong, Sai-Yin Ho, Agnes Yuen-Kwan Lai, Sheng-Zhi Zhao, Man-Ping Wang, and Tai-Hing Lam. "Family E-Chat Group Use Was Associated with Family Wellbeing and Personal Happiness in Hong Kong Adults amidst the COVID-19 Pandemic." International Journal of Environmental Research and Public Health 18, no. 17 (August 30, 2021): 9139. http://dx.doi.org/10.3390/ijerph18179139.

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Instant messaging (IM) is increasingly used for family communication amidst the COVID-19 pandemic. However, evidence remains scarce on how family e-chat groups were used and their associations with family and individual wellbeing amidst the pandemic. The numbers of family e-chat groups, functions used, and messages sent and received daily in groups were reported by 4890 adults in May 2020, and their associations with family wellbeing and personal happiness and the mediation effect of family communication quality were examined. Results showed that sending/receiving text messages was most commonly used, followed by receiving/sending photos/pictures, making voice calls, receiving/sending short videos and voice messages, and making video calls. Women and older people used more non-text functions. Higher levels of family wellbeing and personal happiness were associated with having more groups, receiving/sending photos/pictures, video calls, more IM functions used, and more IM messages received/sent daily. Forty-six point two to seventy-five point five percent of their associations with more groups and more functions used were mediated by family communication quality. People having more family e-chat groups and using more IM functions may be more resilient amidst the pandemic, while those without or with low use of family e-chat groups amidst the pandemic would need more attention and assistance in the presence of social distancing.

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Zummo, Marianna Lya. "In-Between Discourse and Genre: Doctor-Patient Interaction in Online Communication." Romanian Journal of English Studies 9, no. 1 (December 1, 2012): 78–90. http://dx.doi.org/10.2478/v10319-012-0009-8.

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Abstract This paper presents the results of a corpus-based study which investigates the genre of medical eexchanges between doctors and medical website users. Three conversational routines (greetings, politeness, formal and informal linguistic features) are analyzed. The framework of the study is what some researchers refer to as net linguistics (Posteguillo 2003), consisting of the linguistic study of Computer Mediated Communication (CMC). The findings indicate that health posts are a relatively informal type of d/p interaction which is largely influenced by e-mails and chat conventions.

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Tsaava, Tea, Aisling Tynan, Tyler D. Hepler, Arielle H. Gabalski, Daniel M. Hide, Jian Hua Li, Eric H. Chang, Kevin J. Tracey, and Sangeeta S. Chavan. "Choline acetyltransferase attenuates inflammation in a murine model of DSS colitis and sepsis." Journal of Immunology 208, no. 1_Supplement (May 1, 2022): 111.25. http://dx.doi.org/10.4049/jimmunol.208.supp.111.25.

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Abstract Excessive immune cell activation and cytokine release leading to inflammatory conditions are associated with bidirectional immune system-brain communication and other physiological responses. The vagus nerve conveys sensory information to the brain and brain derived immunoregulatory signals suppressing peripheral cytokine levels and inflammation. Acetylcholine (A mediated cholinergic signaling has been implicated in this regulation. However, the possibility of controlling inflammation by peripheral administration of choline acetyl transferase (ChAT), enzyme that catalyzes biosynthesis of acetylcholine, is unexplored. We studied the administration of ChAT in endotoxemia, sepsis and DSS colitis models. Intraperitoneal administration of ChAT significantly (p=0.002) suppresses serum levels of TNF (ChAT 1062.0pg/mL ± 113.0 vs vehicle 1711.0pg/mL ± 210.2) during murine endotoxemia. In a murine CLP sepsis model, administration of pegylated ChAT (PEG-ChAT) significantly improves survival (p=0.015), with a 55.6% survival in PEG-ChAT treated mice compared to a 22.2% survival in vehicle mice. In a preclinical model of inflammatory bowel disease, ChAT administration significantly improves body weight gain (d14 p=0.01 ChAT mice -5.1%±1.1 vs vehicle mice -15.5%±2.9), disease score (d11 p=0.006 ChAT mice 0.17DAI±0.05, vs vehicle mice 0.66DAI±0.13), and colon length (p=0.006 ChAT mice 7.15cm±0.2 vs vehicle mice 6.2cm±0.2) compared to vehicle. These results indicate that administration of ChAT inhibits TNF levels in acute endotoxemia and attenuates disease severity in murine models of sepsis and DSS-induced colitis, suggesting that further study of ChAT as an experimental anti-inflammatory therapeutic is warranted. Supported by grant from NIH to KJT and SSC.

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Taylor, Eileen Z. "The Effect of Incentives on Knowledge Sharing in Computer-Mediated Communication: An Experimental Investigation." Journal of Information Systems 20, no. 1 (March 1, 2006): 103–16. http://dx.doi.org/10.2308/jis.2006.20.1.103.

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Do financial incentives increase knowledge sharing in a computermediated environment? Thirty-six accounting students assigned to groups with different financial incentives (group, piece-rate, or tournament) searched for errors in accounting-related spreadsheets, with access to an online chat room they could use for helping others. The dependent variable was the amount of knowledge the students shared with others. Quantitative and qualitative data suggest that the group financial incentives inspired more knowledge sharing than did either tournament or piece-rate. Results suggest that managers should carefully consider incentive structures in computer-based systems because incentives potentially affect knowledge sharing.

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Chung, Yang-Gyun, Barbara Graves, Mari Wesche, and Marion Barfurth. "Computer-Mediated Communication in Korean-English Chat Rooms: Tandem Learning in an International Languages Program." Canadian Modern Language Review 62, no. 1 (September 2005): 49–86. http://dx.doi.org/10.3138/cmlr.62.1.49.

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van Gass, Kate M. "Language contact in computer-mediated communication: Afrikaans-English code switching on internet relay chat (IRC)." Southern African Linguistics and Applied Language Studies 26, no. 4 (December 2008): 429–44. http://dx.doi.org/10.2989/salals.2008.26.4.2.674.

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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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Sundar, S. Shyam, Saraswathi Bellur, Jeeyun Oh, Haiyan Jia, and Hyang-Sook Kim. "Theoretical Importance of Contingency in Human-Computer Interaction." Communication Research 43, no. 5 (May 22, 2014): 595–625. http://dx.doi.org/10.1177/0093650214534962.

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A critical determinant of message interactivity is the presence of contingency, that is, the messages we receive are contingent upon the messages we send, leading to a threaded loop of interdependent messages. While this “conversational ideal” is easily achieved in face-to-face and computer-mediated communications (CMC), imbuing contingency in human-computer interaction (HCI) is a challenge. We propose two interface features—interaction history and synchronous chat—for increasing perceptions of contingency, and therefore user engagement. We test it with a five-condition, between-participants experiment ( N = 110) on a movie search site. Data suggest that interaction history can indeed heighten perceptions of contingency and dialogue, but is perceived as less interactive than chatting. However, the chat function does not appreciably increase perceived contingency or user engagement, both of which are shown to mediate the effects of message interactivity on attitudes toward the site. Theoretical implications for interactivity research and practical implications for interaction design are discussed.

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Hu, Tianran, Han Guo, Hao Sun, Thuy-vy Nguyen, and Jiebo Luo. "Spice Up Your Chat: The Intentions and Sentiment Effects of Using Emojis." Proceedings of the International AAAI Conference on Web and Social Media 11, no. 1 (May 3, 2017): 102–11. http://dx.doi.org/10.1609/icwsm.v11i1.14869.

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Emojis, as a new way of conveying nonverbal cues, are widely adopted in computer-mediated communications. In this paper, first from a message sender perspective, we focus on people's motives in using four types of emojis — positive, neutral, negative, and non-facial. We compare the willingness levels of using these emoji types for seven typical intentions that people usually apply nonverbal cues for in communication. The results of extensive statistical hypothesis tests not only report the popularities of the intentions, but also uncover the subtle differences between emoji types in terms of intended uses. Second, from a perspective of message recipients, we further study the sentiment effects of emojis, as well as their duplications, on verbal messages. Different from previous studies in emoji sentiment, we study the sentiments of emojis and their contexts as a whole. The experiment results indicate that the powers of conveying sentiment are different between four emoji types, and the sentiment effects of emojis vary in the contexts of different valences.

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Fen Yeh, Shu. "Collaborative Writing on Google Docs: Taiwanese Students’ Participation, Behaviors, and Writing Trajectories with Real-work Online Tasks." Advances in Language and Literary Studies 12, no. 3 (June 30, 2021): 73. http://dx.doi.org/10.7575/aiac.alls.v.12n.3.p.73.

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In the past two decades, the growing rage of computer mediated environments (CMC) affords new literacies and new opportunities for language learners to experience, construct, communicate, and access knowledge (Ware, Kern & Warschauer, 2016). Also, it suggests that writing in multimodal in the digital ear contributes to its production and interpretation (Canagarajah, 2013) and can be particularly beneficial for L2 learners’ writing practices (Elola & Oskoz, 2010) such as writing quality (Stroch, 2005), writing fluency (Bloch, 2007), academic voices (Sperling & Appleman, 2011) and a sense of audience (Sun & Chang, 2012). Google Docs and online text-chat systems are prominent collaborative tools for group writing, and the result shows that the focus group displayed a mixed-interaction pattern, a collaborative pattern in two online text-chat systems, and a more dominant-passive pattern while co-constructing the text. They study also explored that changing the mode of communication from Line to Google Docs chat-room appears to have led to an increase in the participants’ interaction and communication and seems to have facilitated collaboration. Participants make a significant contribution of two types of writing changing functions, adding and correcting in the text and make revisions to their text.

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Tang, Xiaofei. "Task-based interactional sequences in different modalities." Applied Pragmatics 2, no. 2 (August 17, 2020): 174–98. http://dx.doi.org/10.1075/ap.19010.tan.

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Abstract Recent research on Task-Based Language Teaching (TBLT) showed the efficacy of using computer-mediated communication (CMC) to promote second language (L2) learning (Ziegler, 2016). However, few studies compared the interactional sequences during task-based interaction across different modalities (e.g., oral and written chat). It is thus not clear how different task modalities mediate task-based interaction and L2 learning opportunities. To fill this gap, this study compared CMC written chat and face-to-face (FTF) oral chat for interactional sequences during decision-making tasks. Participants were 20 learners of Chinese (high-elementary to intermediate level) in a U.S. university. Ten participants completed the tasks in CMC, while the other 10 completed the same tasks in FTF. The interaction data were analyzed for frequency and patterns of interactional strategies. Three types of interactional sequences emerged in both groups: orientating to tasks, suggesting actions and evaluating suggestions. CMC participants suggested actions more frequently than FTF participants. While both groups predominantly agreed with proposed suggestions, CMC dyads expressed disagreement three times more than FTF dyads. CMC dyads also used more utterances to manage task progress. Findings are discussed in terms of the interactional organizations and their potential influence on task-based language use in different modalities.

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Olaniran, Bolanle. "COmputer-Mediated Communication: A Test of the Impact of Social Cues on the Choice of Medium for Resolving Misunderstandings." Journal of Educational Technology Systems 31, no. 2 (December 2002): 205–22. http://dx.doi.org/10.2190/576r-1nvk-m943-cjmp.

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As communication technology improves, computer-mediated communication (CMC) increases in use for interpersonal interaction. While there are newer forms of CMC that interface with audio, graphic, and video data, for the most part text-based CMC (i.e., e-mail, IRC, other text chat) remains the most common and frequently used. The increased use of text-based CMC medium is not without its problems, as is the case with any other communication media. Text only CMC lacks the capacity to transmit nonverbal cues. This study explores CMC medium in communication misunderstandings. The findings indicate that although participants acknowledge the lack of nonverbal cues as a source of misunderstandings during interactions, they still express the willingness to use text-based CMC in resolving misunderstandings. This article also provides discussions, implications, and recommendations.

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Dawoud, Areej, and Sayyed Rashid Shah. "Identifying the Functions of Code Switching in a Computer Mediated Online Communication." Journal for the Study of English Linguistics 6, no. 1 (December 6, 2017): 1. http://dx.doi.org/10.5296/jsel.v6i1.12243.

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This study aims to explore the functions of code switching of English-Arabic speakers in a computer-based online communication. Its goal is to understand whether code switching on the internet has the same functions as face-to-face interaction in real time situation. In addition, it aims to highlight the different conversational characteristics of code switching in a virtual environment, such as online chat. Adopting a Conversational Analysis (CA) approach, the data were collected from online Paltalk chatrooms, specifically "BnatKSA". The six participants, three males and three females were proficient in English and Arabic languages. Using bidirectional English-Arabic code switching, the six participants frequently chatted online for two hours a day over a period of one month. The findings indicate a wide range of functions of code switching on the internet. Some of these functions are unique and context specific, which can be considered a contribution to the body of knowledge. The findings suggest that the range of code switching functions online is broader and more meaningful than face-to-face communication in real time situation.

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Jung, YeonJoo, YouJin Kim, Hikyoung Lee, Robin Cathey, Julie Carver, and Stephen Skalicky. "Learner perception of multimodal synchronous computer-mediated communication in foreign language classrooms." Language Teaching Research 23, no. 3 (November 1, 2017): 287–309. http://dx.doi.org/10.1177/1362168817731910.

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Recently, second language (L2) instruction has benefitted from the development of instructional technology such as synchronous computer-mediated communication (SCMC). The present study was conducted to investigate learner perception of the effectiveness of SCMC interactions for L2 learning and building intercultural competence. Students ( n = 55) from three different universities in Korea, Japan, and Taiwan participated in a joint online class for one semester. The purpose of the class was to facilitate students’ development of linguistic and intercultural competence by interacting with peers from different cultures online. This study set out to examine the relation between learner perception and interactional features during group discussions. A range of data collection instruments were employed, including a questionnaire to track change in learner perception over time, interviews, and transcripts of interactions during each chat session. Results from linear mixed effect models suggest that among various interactional features, the following two variables were found to be significant predictors of positive attitudes towards SCMC: the amount of students’ attention to language and cultural issues during online discussion. Findings are discussed in light of developing effective SCMC-based language courses.

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Okuyama, Yoshiko. "Distance language learning via Synchronous Computer-Mediated Communication (SCMC): Eight factors affecting NS-NNS chat interaction." JALT CALL Journal 1, no. 2 (August 31, 2018): 3–20. http://dx.doi.org/10.29140/jaltcall.v1n2.j7.

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Okuyama, Yoshiko. "Distance language learning via Synchronous Computer-Mediated Communication (SCMC): Eight factors affecting NS-NNS chat interaction." JALT CALL Journal 1, no. 2 (August 31, 2005): 3–20. http://dx.doi.org/10.29140/jaltcall.v1n2.7.

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Okuyama, Yoshiko. "Distance language learning via Synchronous Computer-Mediated Communication (SCMC): Eight factors affecting NS-NNS chat interaction." JALT CALL Journal 1, no. 2 (August 31, 2005): 3–20. http://dx.doi.org/10.29140/jaltcall.v1n2.r7.

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Maa, Joy, and Naoko Taguchi. "Using L2 interactional-pragmatic resources in CMC: A case of Japanese orthography and emoji." Language Teaching Research 26, no. 2 (January 11, 2022): 190–212. http://dx.doi.org/10.1177/13621688211064934.

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

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Wang, Zhongrui. "Politeness in Making Requests and Responses in Computer-mediated Communication among Chinese College Students." Theory and Practice in Language Studies 11, no. 1 (January 1, 2021): 43. http://dx.doi.org/10.17507/tpls.1101.05.

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This study aims to explore the politeness strategies used in making requests and responses in computer-mediated communication (CMC) among Chinese college students and the applicability of discursive approach to such analysis. Following the steps of previous studies using discursive approach, some extracts of chat history on WeChat concerning requests and responses are selected and showed to the interlocutors. Then the interlocutors were asked to judge the conversations from the perspective of politeness. By analyzing the data, this study found that various strategies were used in order to achieve politeness in CMC, which can be associated with Brown and Levinson’s theory of politeness. This study also found that discursive approach can be applied in analyzing politeness in CMC well though it differs from face-to-face communication in some ways.

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Do, Hyo Jin, Ha-Kyung Kong, Jaewook Lee, and Brian P. Bailey. "How Should the Agent Communicate to the Group? Communication Strategies of a Conversational Agent in Group Chat Discussions." Proceedings of the ACM on Human-Computer Interaction 6, CSCW2 (November 7, 2022): 1–23. http://dx.doi.org/10.1145/3555112.

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In online group discussions, balanced participation can improve the quality of discussion, members' satisfaction, and positive group dynamics. One approach to achieve balanced participation is to deploy a conversational agent (CA) that encourages participation of under-contributing members, and it is important to design communication strategies of the CA in a way that is supportive to the group. We implemented five communication strategies that a CA can use during a decision-making task in a small group synchronous chat discussion. The five strategies include messages sent to two types of recipients (@username vs. @everyone) crossed by two separate channels (public vs. private), and a peer-mediated strategy where the CA asks a peer to address the under-contributing member. Through an online study with 42 groups, we measured the balance of participation and perceptions about the CA by analyzing chat logs and survey responses. We found that the CA sending messages specifying an individual through a private channel is the most effective and preferred way to increase participation of under-contributing members. Participants also expressed that the peer-mediated strategy is a less intrusive and less embarrassing way of receiving the CA's messages compared to the conventional approach where the CA directly sends a message to the under-contributing member. Based on our findings, we discuss trade-offs of various communication strategies and explain design considerations for building an effective CA that adapts to different group dynamics and situations.

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Siregar, Selvi, and Carly Stiana Scheffer-Sumampouw. "The Process and Barriers in Computer-Mediated Communication (A Case Study of Indonesian and Australian Students' Collaboration Project)." Jurnal Studi Komunikasi dan Media 25, no. 2 (December 28, 2021): 93. http://dx.doi.org/10.31445/jskm.2021.3513.

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This paper describes how university students from diverse cultural background and separated by geographical distance conduct communication process using computer-mediated communication (CMC). The purpose of our research is to examine the communication process and identify potential barriers that can disturb the collaboration. We also aim to find which cultural dimensions influence the communication process. The population is 15 Journalism students from UPH, Indonesia and 15 Journalism students from QUT, Australia who joined a collaboration project from October – November 2018. We use a qualitative case-study, with analytical descriptive method. We analyze multiple sources of evidence such as: logbook and recorded correspondence, Focus Group Discussions (FGD) and depth interview for data collection. Results show the students use mostly asynchronous communication such as chat text and Google Docs for their communication medium. The main barriers are language proficiency and slow internet connections. This study analyzes one case study involving students from two different nations. We find that Individualism, Masculinity and Power Distance cultural dimensions influence how they communicate to each other.

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