Asynchronous CMC Research Articles

ASYNCHRONOUS COMPUTER MEDIATED COMMUNICATION: AN EXPLORATORY STUDY ON STUDENTS’ E-LEARNING EXPERIENCE AND THEIR INTERACTION

Asynchronous CMC is an online learning that has time difference between the period of teaching using online apps and the messages. This study aimed to find out students’ interaction and activities on the asynchronous CMC through Google Classroom and Whatsapp Group. This study employed mixed method namely exploratory research design. There were 20 participants involved as the sample of this study. The qualitative data were collected and analysed in order to develop the quantitative instrument. Thus, this research used observation recordings and questionnaire which consisted of 12 main questions. This study found that at least there are four main activities on asynchronous learning namely communication, learning process, material and evaluation. The participants showed different responses in two activities namely communication and learning process in both applications namely Whatsapp and Google Classroom. Meanwhile, in material and evaluation the participants showed relatively similar percentage. Besides, this study found that traditional face-to-face learning is easier than online learning in terms of communication and learning materials. This study suggests that the details of this finding need to be investigated further.

The Spotify Effect: Peranan Spotify for Artists dalam Industri Musik 4.0


 
 
 Digitalization of music has been considered to give artists more damage from issues like piracy to artist’ royalties. Spotify claims their platform has the ability “to unlock the potential of human creativity— by giving a million creative artists the opportunity to live off their art”. Spotify has launched the app Spotify for Artists as a tool to let people in the music industry, not just musicians but also songwriter, producer, even manager, to manage their cultural contents in one platform while making revenues. Using the “Spotify Effect” concept from Vonderau (2019) and secondary data analysis, this research wants to explain the feature in Spotify for Artists that can be used to support musicians in industry 4.0. This study found that Spotify is a form of asynchronous CMC with features like direct upload, new release promotions, playlists, merchandising, tours, and statistics, that allow for interactivities between musicians and audiences.
 
 

Task-Based Language Learning and Teaching using Synchronous and Asynchronous CMC

Task-Based Language Learning and Teaching using Synchronous and Asynchronous CMC

Designing Competitive Discussions for Equity and Inclusion

In this case, we focus on two innovations in the design of competitive discussions for a high stakes learning context. The designer created the intervention to provide learners first-hand discussion experiences despite large class sizes. It was a business communication course, and the large class sizes and group dynamics previously had inhibited constructive feedback and limited learner participation; however, the combination of a (1) time-constrained asynchronous CMC activity, along with (2) strategically selected smaller groups, created an interactive space that matched the designer’s values of equity and inclusion that he wanted to bring to the design. The case chronicles a number of unforeseen consequences of logical design moves, and presents a multimodal re-conception of what it means to discuss in the context of modern business school.

The Effects of Cross-Cultural Distance Learning Model on the Linguistic and Affective Domain of EFL Learners in Korea

This article is based on a Cross-Cultural Distance Learning (CCDL) model between university students in Korea and Japan during the 1st semester of 2016 and this lesson model consists of synchronous and asynchronous CMC activities focusing on the interactions between non-native speakers of English. This article shows that EFL learners in Korea can develop English language proficiency through this lesson model. The learners' development of English language proficiency was evaluated by using the TOEIC test as a proficiency test form. Also, this article proves that these kinds of CMC activities can motivate EFL learners to enhance cultural awareness for foreign countries and practice English inside and outside of the classroom. The questionnaire was used to survey the students' cultural awareness and attitude for this model at the final session of the semester.

Social media in EFL teaching

This article presents an approach to fostering (oral) communication skills in L2 English using social media. It proposes that social media provide a setting for synchronous and asynchronous oral CMC and can be a motivating environment for communicative tasks in the lingua franca English as adolescent learners are used to participating online, both in written and spoken modes. This can be exploited in complex competency tasks in which learners are exposed to real-life discourse and the associated linguistic challenges. Complex competency tasks can provide a framework for web-based language learning and facilitate the development of oral communicative competencies. Among the implications for teaching discussed are sensible embedding in tasks, potential issues of student participation and motivation, and the authenticity of the environments. The article concludes that social media provide a fruitful platform for combining web-based and task-based language and media learning in (semi-)authentic contexts in complex competency tasks.

Prototypische chatspeakkenmerken in Vlaamse tienerchattaal

Abstract Prototypical CMC features in Flemish teenagers’ chat language. The influence of gender, age and mediumIn the present study, the use of allegedly typical and mostly universal, genre-bound chatspeak features is examined, such as leetspeak, acronyms, abbreviations and other shortening mechanisms. We investigate how common they actually are in a large written chat corpus (more than two million words), produced by Flemish teenagers between 2007 and 2013. Moreover, we investigate whether their frequency correlates with the social variables gender and age and whether it depends on the medium in which the conversation takes place (synchrous Instant Messaging vs. asynchronous CMC). The quantitative analysis reveals no major impact of gender, despite it receiving ample attention in recent CMC research. Age en especially medium, however, are pointed to as two significant determinants. Furthermore, the results call for a distinction between merely creative and playful chatspeak forms on the one hand and highly functional features on the other.

Exploring Virtual PLCs: Professional development for the busy practitioner.

No AccessPerspectives on School-Based IssuesArticle1 Jun 2013Exploring Virtual PLCs: Professional development for the busy practitioner. Kerry J. Davis Kerry J. Davis Google Scholar More articles by this author https://doi.org/10.1044/sbi14.2.28 SectionsAboutFull TextPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In As speech-language pathologists remain in short supply in many geographical regions, virtual learning communities may be one way for clinicians to support each other professionally. Participating in social networking sites such as Twitter and Facebook may support meaningful professional development and enhance collegiality. In this article, I discuss the theoretical framework related to professional learning communities and communities of practice, and how technology can support professional development. 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Google Scholar Additional Resources FiguresReferencesRelatedDetails Volume 14Issue 2June 2013Pages: 28-32 Get Permissions Add to your Mendeley library History Published in issue: Jun 1, 2013 Metrics Downloaded 31 times Topicsasha-topicsleader-topicsasha-article-typesasha-sigsCopyright & PermissionsCopyright © 2013 American Speech-Language-Hearing AssociationLoading ...

Synchronous Versus Asynchronous CMC and Transfer to Japanese Oral Performance

This study investigated the effects of synchronous and asynchronous CMC on the development of linguistic features of learners' speech in Japanese. Using learners from fourth-semester Japanese classes, the following research questions were examined: (a) Does CMC have positive effects on the development of oral proficiency among learners of Japanese? and (b) Are there any relationships between language use in CMC and the development of oral skills? The participants were divided into three groups: two CMC groups (synchronous and asynchronous) and one face-to-face group. They engaged in weekly discussions over the course of a semester, and the gain scores in terms of language output, linguistic complexity, accuracy, and cohesive devices between the pre-test and the post-test were compared. In addition, the relationship between language use in both types of CMC and the gain scores on the oral tests was examined, using Pearson correlation coefficients. The present study did not find any significant differences among gains in the linguistic indices. However, it found that CMC language use was correlated positively with the gain scores in several indices, and a relationship between CMC language use and the development of oral proficiency was observed.

A study of students' CMC behaviours for incorporating CMC in teaching and learning

This study investigates the relationship among personal characteristics, CMC behaviours and the perceived positive and negative effects of CMC on learning. Based on the survey on college students, the study finds asynchronous and private CMC usage are correlated more strongly with the positive effects of CMC on learning, and the students who have higher self-efficacy on CMC and open to new experience are more likely to use asynchronous or private CMC. This study makes recommendations for teacher to incorporate CMC into hybrid disciplinary learning and for administer to encourage teachers to use CMC to enhance the teaching and learning.

Performing and Positioning Orthography in Peruvian CMC

Using positioning theory and notions of stylization and performance, we examine alternative orthographies posted in Spanish on a Peruvian radio station's website. These posts were reactions to a published photo of Peruvian indigenous congresswoman Hilaria Supa's orthographic errors in notes she took during a congressional meeting. Contrary to our original assumptions, we find that commenters who used Spanish CMC orthography were less likely to support Hilaria Supa's own Quechua-influenced orthography, while commenters using a hyper-normative Spanish orthography were more supportive of Supa. We discuss possible reasons for this contradiction, with findings that contribute to a growing body of literature on CMC in non-English speaking environments and suggest new beliefs regarding the use of nonstandard Spanish orthographies in asynchronous CMC environments.

Peer Review via Three Modes in an EFL Writing Course

Abstract In the past few decades, the integration of virtual peer review has been implemented as an instructional procedure in second-language writing courses. Previous studies have been interested in comparing the effects of different communication modes and have endeavored to find out which mode is most effective. This paper reports a study examining how a combination of three modes (face-to-face, synchronous, and asynchronous CMC) influenced and might benefit students’ peer review. The results indicate that the affordance of the three modes influenced students’ task engagement, comment categories, and perception of peer review. The results further suggest that a combination of different modes in the multiple-draft process may benefit peer review and satisfy individual preferences towards the mode for peer review. The results imply that arranging various modes appropriately at different stages of drafting and customizing peer review training in using these modes may maximize the effects of peer review in the writing process.

Language use in asynchronous computer-mediated communication in Taiwan

This paper describes how Chinese-English bilinguals in Taiwan use their languages in asynchronous computer-mediated communication, specifically, via Bulletin Board System (BBS) and email. The main data includes two types: emails collected from a social network and postings collected from two BBS websites. By examining patterns of language choice and language use in these two types of data, the aim of this research is to investigate how a language contact phenomenon – code-switching (CS) – is realized via different writing systems in online environmentThe data reveals that there are two levels of CS: CS between languages and CS between writing systems. In terms of CS between languages, three patterns are found: CS between Mandarin and Taiwanese, CS between Mandarin and English, CS between Mandarin, Taiwanese and English. In terms of CS between writing systems, three patterns are also identified: CS between Standard Written Chinese (SWC) and Zhuyin, CS between SWC and English alphabet, and CS between SWC, Zhuyin and English alphabet. This paper presents the two levels of CS by using the examples found in the data and describes the complex relationship between different writing systems and different languages. It is concluded that CS is found to be a common phenomenon on asynchronous CMC, where it fosters multilingualism and multi-orthography.

Language use in asynchronous computer-mediated communication in Taiwan

This paper describes how Chinese-English bilinguals in Taiwan use their languages in asynchronous computer-mediated communication, specifically, via Bulletin Board System (BBS) and email. The main data includes two types: emails collected from a social network and postings collected from two BBS websites. By examining patterns of language choice and language use in these two types of data, the aim of this research is to investigate how a language contact phenomenon – code-switching (CS) – is realized via different writing systems in online environmentThe data reveals that there are two levels of CS: CS between languages and CS between writing systems. In terms of CS between languages, three patterns are found: CS between Mandarin and Taiwanese, CS between Mandarin and English, CS between Mandarin, Taiwanese and English. In terms of CS between writing systems, three patterns are also identified: CS between Standard Written Chinese (SWC) and Zhuyin, CS between SWC and English alphabet, and CS between SWC, Zhuyin and English alphabet. This paper presents the two levels of CS by using the examples found in the data and describes the complex relationship between different writing systems and different languages. It is concluded that CS is found to be a common phenomenon on asynchronous CMC, where it fosters multilingualism and multi-orthography.

CALL and creativity: Incorporating creativity task into CMC environments

The purpose of this study is to explore how ESL students make use of the learning opportunities in an asynchronous CMC project. The project was designed with the task activities developed for both language learning and creative thinking. Fifteen ESL students participated in the CMC project with an individual discussion partner for three months. The students' use of language learning opportunities was categorized as input, interaction, and output. In terms of the creative thinking opportunities, their creative thinking skills were coded by fluency, flexibility, originality, and elaboration. Data revealed that most students took advantage of several opportunities for target language learning and creative thinking practice. The findings support that creativity tasks in CALL help ESL students to think and express creatively. The study concludes with several suggestions for educators and researchers.

Learning to be a psychologist: the construction of identity in an online forum

AbstractThe paper reports a study that investigated the construction of a common identity in an online Italian forum of psychologists based on asynchronous CMC. Discourse analysis was carried out on 20 discussions, and three Interpretative Repertoires were identified: (i) Professional Boundaries, (ii) disempowered psychology and (iii) psychology and health, which refer to three recurrent modalities of constructing the psychological profession. The study suggests that a framework drawing on social constructionism and Bourdieu's critical theory can help understand some aspects of identity in, and across, communities of practice. The main conclusion is that analysing critically how identities are constructed in learning environments, virtual or not, allows reconsidering the role of the cultural context in the production of those identities.

Synchronous and Asynchronous Text-Based CMC in Educational Contexts: A Review of Recent Research

Synchronous and Asynchronous Text-Based CMC in Educational Contexts: A Review of Recent Research

Breaking Conversational Norms on a Portuguese Users Network: Men as Adjudicators of Politeness?

This article examines messages exchanged via asynchronous CMC at a Portuguese university that would be considered impolite in face-to-face interaction (cf. Brown & Levinson, 1987; Culpeper, 1996; Oliveira, 1985, 2003; Oliveira Medeiros, 1994). A comparison by gender was conducted of the degree and nature of participation in the university Users' network, focusing on transgressions and chastisement involving inappropriate message content, message form and address form selection. Although women participate less often in discussions on the network, messages posted by women are more often treated as transgressions, while men more often initiate responses demonstrating concern with established norms of politeness and the importance of adhering to them. These results confirm traditional gender roles of men as interactionally dominant and representative of “authority,” but do not support findings for English-language CMC that women are more concerned with politeness than men (Herring, 1994; Smith, McLaughlin & Osborn,1997); rather, Portuguese men on the university network assume the role of “politeness adjudicators.”

Context enhancement for co-intentionality and co-reference in asynchronous CMC

The regulative and semantic ‘distance’ of electronic conferencing may impede the topical alignment and the unambiguous interpretation of messages, hindering collaborative learning processes. Compared to a face-to-face environment, in electronic conferencing this distance may be caused by a reduced strength of online ‘context’. Explicitly defining the context of messages in an electronic environment may increase the writers’ co-intentionality and co-reference. An annotation tool is presented, strengthening the context by providing a document under discussion and enabling users to anchor their messages in specific passages of the document. Preliminary results indicate that the tool does indeed reinforce the context, focusing the online discussion around a certain topic (increasing co-intentionality) and providing a frame of reference for single messages (increasing co-reference).

Syntactical and lexical development in NNS-NNS Asynchronous CMC

Recent research into asynchronous CMC-based interactions between native speakers (NS) and nonnative speakers (NNS) of a language has linked them to increased motivation and participation, and a reduction in anxiety (Beauvois & Eledge, 1996; Leh, 1997; Aitsiselmi, 1999), and studies suggesting that such interactions may lead to increases in L2 proficiency have begun to appear in the literature (e.g., Flor_z-Estrada, 1995; Ioanniou-Georgiou, 1999; Stockwell & Harrington, 2003). However, a problem faced by many second language teachers is the difficulty in finding suitable native speaking email partners with whom to hold exchanges, and teachers are often forced to conduct such projects solely with other nonnative speakers. This study is a follow-up study based on the methodology of previous research by Stockwell and Harrington (2003) to investigate if similar patterns of interaction and target-language (TL) development were also evident in an NNS-NNS setting. The study investigates 24 nonnative speakers of English studying at two different universities in Japan involved in a five-week email exchange project. Learner output was investigated for lexical and syntactic development over the exchange period through a combination of type/token ratio and T-unit analyses. The results of the study showed that there was evidence of TL development in the NNS-NNS interactions across the interaction period following a similar pattern to that found in the NS-NNS interactions, although significantly less pronounced. Examination of the interactions suggested that there were aspects that differed from the NS-NNS, which are also discussed.