Abstract
The effect of task types on foreign language learners’ social presence in synchronous computer-mediated communication (SCMC)
Highlights
Social presence, defined by Garrison (2011, p. 23) as “the ability of participants to identify with the group, communicate purposefully in a trusting environment, 103The jalt call Journal 2016: Regular Papers and develop personal and affective relationships through projecting their individual personalities”, is highly related to learning media. Tu and McIsaac (2002) suggested four dimensions and a number of variables that should be considered when investigating cmc learning from a sp perspective. sp can be observed through interactivity in cmc (Gunawardena, 1995)
The findings suggested that task types could affect efl learners’ sp development in scmc
The findings suggest that the task types could affect efl learners’ sp development in scmc
Summary
Social presence (sp), defined by Garrison (2011, p. 23) as “the ability of participants to identify with the group, communicate purposefully in a trusting environment, 103The jalt call Journal 2016: Regular Papers and develop personal and affective relationships through projecting their individual personalities”, is highly related to learning media. Tu and McIsaac (2002) suggested four dimensions (social context, online communication, interactivity, and privacy) and a number of variables that should be considered when investigating cmc (computer mediated communication) learning from a sp perspective. sp can be observed through interactivity in cmc (Gunawardena, 1995). Tu and McIsaac (2002) suggested four dimensions (social context, online communication, interactivity, and privacy) and a number of variables that should be considered when investigating cmc (computer mediated communication) learning from a sp perspective. Most participants in her study favored interaction in the scmc using webcam and headset mode because they could see the partner’s facial expressions. Nonverbal cues were available in the face-to-face (f2f) setting, the participants did not feel “real” in that environment. She assumed that the participants’ feeling of being “real” is possibly related to the task design in which they were supposed to meet their partner for the first time in a chat forum rather than f2f. According to the task situations, the webcam-plus-headset mode seemed to provide a more “authentic” environment compared to the f2f environment which could explain why the learners felt more real
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