Computer-mediated Communication Environments Research Articles

Framing to Make an Argument: The Case of the Genocide Hashtag in the Russia-Ukraine war

AbstractThis study tackles hashtags as framing devices which shape public arguments and controversies in computer-mediated communication environments. It focuses on the use of the genocide hashtag on Twitter in the context of the Ukraine-Russia war. It proposes and showcases a methodology to surface how the semantic and discourse properties of the term genocide affect its framing properties as a hashtag which bears argumentative functions, directly or indirectly calling for action.

Establishing conversational engagement and being effective: The role of body movement in mediated communication

A model for investigating the effects of body movement on conversational effectiveness in computer-mediated communication (CMC) is developed based on theories of motor cognition and embodiment. Movement is relevant to a wide range of CMC settings, including remote interviews, court testimonials, instructing, medical consultation, and socializing. The present work allows for a consideration of different forms of motoric activation, including gesturing and full-body motion, in mediated conversational settings and the derivation of a range of testable hypothesis. Motor cognition and embodiment provide an account of how speaker and listener become subject to the consequences of the muscular activation patterns that come with body movement. While movement supports internal elaboration, thus helping the speaker in formulating messages, it also has direct effects on the listener through behavioral synchrony and motor contagion. The effects of movement in CMC environments depend on two general characteristics: the level of visibility of movement and the extent to which the technology facilitates or inhibits movement. Available channels, set-up of technology, and further customization therefore determine whether movement can fulfil its internal functions (relevant to cognitive-affective elaboration of what is being said by the speaker) and its external functions (relevant to what is being perceived by and activated within the listener). Several indicators of conversational effectiveness are identified that serve as outcome variables. This MCEE model is intended to help users, developers and service provides to make CMC more engaging and more meaningful.

Effectiveness of explicit and implicit corrective feedback in a video-based SCMC environment

The facilitative role of corrective feedback (CF) in second language (L2) acquisition has been attested in numerous empirical studies. However, despite the increasing popularity of video-supported tools in language education, few studies have examined the effectiveness of CF delivered through video chat. To address this gap, the current study investigated the effect of explicit and implicit corrective feedback (CF) on the acquisition of third person singular –s in a video-based synchronous computer-mediated communication (SCMC) environment. Fifty-six Chinese learners of English were recruited and randomly assigned to three experimental conditions: explicit CF, implicit CF, and control. They completed two interactive tasks over two treatment sessions during which CF was delivered through video chat to the two treatment groups. The effect of CF treatment was assessed by an untimed grammaticality judgement task and an oral elicited imitation task at the time of pretest, immediate posttest, and delayed posttest. The results indicated that the two treatment groups outperformed the control group on both assessment tasks and that there was no significant difference between the two treatment groups. These results point to the benefits of CF in video-based SCMC and challenge the superiority of explicit CF over implicit CF.

Remote Presentations: Making L2 Presentations Less Stressful

This explanatory-sequential mixed-method study was conducted to find out if the affordances of computer-mediated communication (CMC) environments help alleviate L2 public speaking anxiety when giving presentations remotely. Participants were 57 young adult EFL Arabic-speaking learners enrolled in an intermediate listening/speaking class in a preparatory 1 year program at a Saudi public university. Data were collected towards the end of the spring 2021 semester, and the study was conducted in a fully remote learning environment. Two speaking anxiety scales were administered: the Public Speaking Class Anxiety Scale (PSCAS), which measures in-person presentation anxiety, and the Remote Presentation Anxiety Scale (RPAS), an adapted version of PSCAS measuring remote presentation anxiety created and validated by this study. Online follow-up semistructured interviews were then conducted with 10 participants to explain and contextualize the results from the scales. Results of the PSCAS and RPAS analyses indicate that students had medium anxiety for in-person presentations, whereas they experienced low anxiety levels during remote presentations (RPs). Qualitative analyses of the interviews revealed that students preferred RPs over in-person presentations mainly due to its lower anxiety environment. Participants underscored several sociopsychological benefits of presenting remotely such as less stress, less confusion, high self-confidence, comfort, calmness, and relaxation. Implications for research and language teaching are discussed.

Enhancing Multimodal Interaction and Communicative Competence through Task-Based Language Teaching (TBLT) in Synchronous Computer-Mediated Communication (SCMC)

The number of publications on live online teaching and distance learning has significantly increased over the past two years since the outbreak and worldwide spread of the COVID-19 pandemic, but more research is needed on effective methodologies and their impact on the learning process. This research aimed to analyze student interaction and multimodal communication through Task-Based Language Teaching (TBLT) in a Synchronous Computer-Mediated Communication (SCMC) environment. For this purpose, 90 teacher candidates enrolled in the subject Applied Linguistics at a university were randomly assigned in different teams to create collaboratively digital infographics based on different language teaching methods. Then, all the teams explained their projects online and the classmates completed two multimedia activities based on each method. Finally, the participants discussed the self-perceived benefits (relevance, enjoyment, interest) and limitations (connectivity, distraction) of SCMC in language learning. Quantitative and qualitative data were gathered through pre- and post-tests, class observation and online discussion. The statistical data and research findings revealed a positive attitude towards the integration of TBLT in an SCMC environment and a high level of satisfaction with multimodal communication (written, verbal, visual) and student interaction. However, the language teacher candidates complained about the low quality of the digital materials, the use of technology just for substitution, and the lack of peer-to-peer interaction in their live online classes during the pandemic.

Avatar-Based Self-Influence in a Traditional CMC Environment

Abstract. Dubbed the Proteus effect, research has shown that avatars influence user behavior in virtual reality and video game environments ( Yee & Bailenson, 2007 , 2009 ); however, does this same effect occur in the less dynamic but more prevalent traditional computer-mediated communication (CMC)? As CMC evolves to allow user avatars, the question of its influence increases in importance. This study examines the Proteus effect in traditional CMC, which tends to be dominated by text-based communication. Embodiment is presented as a moderator for the Proteus effect. Two methods for inducing embodiment (via choice and via familiarizing tasks) were tested along with a proposed model for the Proteus effect in social media environments. A 2 (avatar) × 2 (embodiment by choice) × 2 (embodiment by familiarizing tasks) between-subject design with 406 participants showed a significant main effect of familiarizing tasks on embodiment, an interaction effect of avatar embodiment and avatar condition on aggressive behavior, and an unpredicted main effect of embodiment on aggressive attitude.

Leadership influence on the relationship between communication satisfaction and job satisfaction in computer-mediated communication environments

The growth of computer-mediated communication (CMC) has influenced the communication process channels and the possible effects of the interaction between job satisfaction, communication satisfaction, and leadership. The aim of the current research is to test how transactional, transformational, and level 5 leadership styles influence the relationship between communication satisfaction and job satisfaction in CMC environments. The sample included 103 participants from Colombian small and medium-sized enterprises (SMEs) in the tertiary sector. Cronbach's alpha coefficient, SPSS was used to determine the relationships between variables and test the moderating effects. Results show that 65.4% of organisational communication is performed via the Internet. Findings also demonstrate that level 5 leadership is the only style that influences the relationship. Results also indicate that the influence of level 5 leadership increases the relationship between communication satisfaction and job satisfaction. Implications are particularly relevant during the current global COVID19 pandemic when people have been required to move to a virtual work environment. In this scenario, the findings are valuable for scholars and managers as contributions for literature, research, evaluation, decision-making, and policy creation that help to understand and improve communication satisfaction, job satisfaction, and leadership practices in CMC environments. Outcomes offer new insights in the literature about leadership styles on SMEs in CMC environments. Level 5 is a recent leadership approach which has not been widely studied by researchers and scholars. The moderating effect of level 5 in relation to transactional and transformational leadership styles is an important theoretical input for literature.

Leadership influence on job satisfaction and communication satisfaction in SMEs under computer-mediated- communication environments

Organizational investments in ICTs have made computer-mediated communication an active agent in organizations that impact how employees perceive leadership’s influence on job satisfaction and communication satisfaction. This study aims to determine whether there is a significant and positive relationship between transactional, transformational, and level 5 leadership styles on job satisfaction and communication satisfaction. The sample included 103 employees from Colombian small and medium-sized enterprises (SMEs) in the tertiary sector. Linear regressions evidenced a significant and positive influence of the three leadership styles on job satisfaction and communication satisfaction. These regressions also showed a more substantial level 5 leadership effect on communication satisfaction when the three variables interact within the organization. Similarly, transformational leadership positively impacted job satisfaction. In conclusion, leadership has a positive impact on smes under computer-mediated communication (CMC) environments.

Social Presence Theory: Relevance for HRD/VHRD Research and Practice

The ProblemSocial presence theory (SPT) is the degree to which a person is perceived to be a “real person” in their computer-mediated communication or virtual environments. The level of social presence influences the quality of virtual interactions and outcomes. SPT has not been examined within human resource development (HRD) or virtual human resource development (VHRD); therefore, it is not known if increased social presence could improve virtual teams/organizations and online instruction.The SolutionDesigning online environments and practices to increase social presence could enhance VHRD within virtual teams, online instructional design, and educational settings. Application of Community of Inquiry (CoI), Social Presence Model, and SPT-inspired instructional design through Gagne’s nine events are discussed with recommendations to improve HRD/VHRD by fostering trust, communication, collaboration, personal relationships, and learning within virtual resources and teams.The StakeholdersThe literature and application of SPT would benefit HRD/VHRD researchers, HR practitioners, educators, and team leaders/managers.

電子コミュニケーション環境における信頼形成( e-社会 : トレーサビリティ,セキュリティー,プライバシー)

電子コミュニケーション環境における信頼形成( e-社会 : トレーサビリティ,セキュリティー,プライバシー)

Image-Based Tactile Emojis: Improved Interpretation of Message Intention and Subtle Nuance for Visually Impaired Individuals

To enhance missing nonverbal cues in computer-mediated communication using text, those who can see often use emojis or emoticons. Although emojis for the sighted have transformed throughout the years to animated forms and added sound effects, emojis for visually impaired people remain underdeveloped. This study tested how tactile emojis based on visual imagery combined with the Braille system can enhance clarity in the computer-mediated communication environment for those with visual impairments. Results of this study confirmed three things: Visually impaired subjects were able to connect emotional emojis to the emotion they represented without any prior guidance, image-based (picture-based) and non-image-based (abstraction-based) tactile emoji were equally learnable, and the clarity of intended meaning was improved when an emoji was used with text (Braille). Thirty visually impaired subjects were able to match an average of 67% of emotions without prior guidance, and three of the four subjects who matched perfectly both before and after guidance were congenitally blind. The subjects had the most trouble discriminating the facial feature of “fear” between “sadness” or “surprised” for they shared similar traits. After guidance, the image-based tactile design elicited an average of 81% correct answers, whereas the non-image-based tactile design elicited an average of 37%, showing that the image-based tactile design was more effective for learning the meaning of emojis. The clarity of the sentence was also improved. This study shows that image-based tactile emojis can improve the texting experience of visually impaired individuals to a level where they can communicate subtle emotional cues through tactile imagery. This advance could minimize the service gap between sighted and visually impaired people and offer a much more abundant computer-mediated communication environment for visually impaired individuals.

Compiling computer-mediated spoken language corpora

This paper discusses key issues in the compilation of spoken language corpora in a computer-mediated communication (CMC) environment, using data from the Corpus of Academic Spoken English (CASE), a corpus ofSkypeconversations currently being compiled at Saarland University, Germany, in cooperation with European and US partners. Based on first findings,Skypeis presented as a suitable tool for collecting informal spoken data. In addition, new recommendations concerning data compilation and transcription are put forward to supplement existing best practice as presented in Wynne (2005). We recommend the preservation of multimodal features during anonymisation, and the addition of annotation elements already at the transcription stage, particularly CMC-related discourse features, English as a Lingua Franca (ELF) features (e.g. non-standard language and code-switching), as well as the inclusion of prosodic, paralinguistic, and non-verbal annotation. Additionally, we propose a layered corpus design in order to allow researchers to focus on specific annotation features.

Focus-on-form and EFL learners’ language development in synchronous computer-mediated communication: task-based interactions

The purpose of this study was to explore the occurrence of incidental focus-on-form and its effect on subsequent second language (L2) production of learners of different dyads in an online task-based language learning context. The participants included Taiwanese learners of English as a foreign language at different proficiency levels, and native speakers of English. Sixteen native speaker–non-native speaker (NS–NNS) dyads and 14 NNS–NNS dyads were formed. The dyads were asked to complete two multiphase communicative tasks in a synchronous computer-mediated communication (SCMC) environment. Language-related episodes (LREs) were identified and utilised as a basis for individualised tailor-made tests. The tailor-made post-tests were used to assess the learners’ learning outcomes. The results suggested that LREs in the SCMC medium can enhance learners’ language development in both dyadic types. No significant differences were found between the two dyadic types in relation to the amount of LREs produced and the learning outcomes. In sum, this quasi-experimental study demonstrates that the effectiveness of incidental focus-on-form can be measured through individualised testing of linguistic items and that research on incidental focus-on-form does not have to remain descriptive or exploratory in nature. Our findings suggest that language proficiency, dyadic type and incidental focus-on-form in the SCMC setting interacted in complex and intricate ways.

Longitudinal Effects of Computer-Mediated Communication Anxiety on Interaction in Virtual Teams

Research problem: Organizations continue to rely upon virtual teams, yet knowing how, and for how long, individual members' computer-mediated communication (CMC) anxiety affects virtual team interactions and performance outcomes is not well-known. Research questions: (1) What is the relationship between CMC anxiety and virtual team participation? (2) How does this relationship influence the perceptions of individual performance? (3) Does this relationship persist over time? Literature review: A literature review including communication and media structures, input-mediator-output team effectiveness, and individual CMC anxiety elements indicate researchable negative effects upon virtual team interaction and participation in CMC environments. Higher levels of individual CMC anxiety could dampen participation quantity, participation type (task versus social), participation quality, and perceptions of individual performance. Further, the initial negative interactions and behaviors could persist over time. Methodology: This quantitative quasiexperimental study involved surveying, observing, and coding the interactions of 22 virtual project teams (consisting of a total of 110 individuals) over a span of four months. The teams used a CMC tool with shared file space and discussion boards to coordinate database design and implementation work. Data were collected from questionnaire surveys, individual message postings, and team project scores. Individual message postings were coded to measure participation quality (task focus and topic introductions) and participation quantity (message count and words per message). Data were analyzed using repeated-measures multivariate analyses along with follow-up univariate statistical testing. Results and conclusions: The results indicate that individuals with higher levels of CMC anxiety participated less, sent fewer task-oriented messages, introduced fewer novel topics, and were rated more poorly by team members on their performance compared to individuals with lower levels of CMC anxiety. The results also show that CMC-anxious individuals do send relatively more social-oriented messages, perhaps to compensate for typical apprehensive communication behaviors in a virtual team environment. In addition, participation quality and quantity and perceptions of performance by CMC-anxious team members do not significantly improve, even with repeated interactions over CMC. Although study participants evidenced high engagement with the project tasks, the study is limited by its use of student subjects. The study suggests the importance of team leaders and role definitions for virtual teams, to counteract potential unintended effects of CMC technology use masking actual participation and contribution of virtual team members. Future research could investigate the efficacy of interventions for reducing the negative impacts of CMC anxiety in virtual team performance, as well as the influence of individual structures such as CMC anxiety in the use of CMC and team structures in the virtual team environment.

Learners’ use of communication strategies in text-based and video-based synchronous computer-mediated communication environments: opportunities for language learning

This study investigates the different learning opportunities enabled by text-based and video-based synchronous computer-mediated communication (SCMC) from an interactionist perspective. Six Chinese-speaking learners of English and six English-speaking learners of Chinese were paired up as tandem (reciprocal) learning dyads. Each dyad participated in four kinds of interactions, namely, English text-based SCMC, Chinese text-based SCMC, English video-based SCMC and Chinese video-based SCMC. Their use of communication strategies (CSs) were analyzed along with an after-task questionnaire and with stimulated reflection to explore systematically and comprehensively the differences between text-based and video-based SCMC. In addition to the main role of qualitative analysis, the quantitative analysis was undertaken to provide an overview of the relative frequencies of the occurrence of the different strategies and to understand their distribution in the different conditions. A MANOVA was applied to understand to what extent the differences are likely to have occurred by chance. The results showed that learners used CSs differently in text-based and video-based SCMC and indicated different learning opportunities provided by these two modes of SCMC. While text-based SCMC appears to have greater potential for learning target-like language forms, video-based SCMC seems particularly effective for fluency development as well as pronunciation improvement.

Learners of Different Language Proficiency Levels and Incidental Focus on Form in Synchronous Text-based Discussion

This study examined the effectiveness of incidental focus on form in facilitating second language learning for learners of different proficiency levels in a synchronous computer-mediated communication environment. Sixteen native speaker (NS)-nonnative speaker (NNS) dyads and fourteen NNS-NNS dyads were formed. The participants completed two communicative tasks. Language-related episodes (LRE), mini-dialogues in which learners either explicitly or implicitly ask or talk about language or question their own or/and interlocutors' language use, were identified and used as a basis for individualized tailor-made tests to assess the learners' subsequent learning outcome. The results reveled that in the NS-NNS dyads, no significant difference in the frequency of LREs produced was found between the lower- and higher-proficiency learners whereas in the NNS-NNS dyads, the lower-proficiency learners produced significantly more LREs than their higher-proficiency interlocutors. Additionally, the learners of both proficiency groups interacting with NSs produced significantly more LREs than learners interacting with NNSs. However, no significant differences were found in the test performance of learners of different proficiency levels in either dyadic type.

Patterns of Negotiation of Meaning in English as Second Language Learners’ Interactions

Problem Statement : The Internet as a tool that presents many challenges has drawn the attention of researchers in the field of education and especially foreign language teaching. However, there has been a lack of information about the true nature of these environments. In recent years, determination of the patterns of negotiation of meaning as a way to delve in these environments has grown in popularity. Purpose of the Study: The current study was an effort to determine the types and frequencies of negotiation of meaning in the interaction of Malaysian students as English as a second language learners and, furthermore, to compare findings of this study with correspondent previous studies. To this end, two research questions were posed for this study: (a) what types of negotiation of meaning emerge in text-based synchronous CMC environments? and (b) Are there any differences between findings of this study and previous studies in terms of negotiation of meaning functions in this environment? Method: Participants of this study were fourteen English as second language learners at Universiti Putra Malaysia (UPM). They were involved in a series of discussions over selected short stories. Analysis of students’ chat logs was carried out through computer - mediated discourse analysis (CMDA). Findings and Results: This study yielded 10 types of functions in negotiation of meaning, which are clarification request, confirmation, confirmation check, correction or self correction, elaboration, elaboration request, reply clarification or definition, reply confirmation, reply elaboration, and vocabulary check. Furthermore, findings of this study indicated that students negotiated with an average of 2.10 per 100 words. According to the findings of this study, the most - frequently used functions were confirmation, elaboration, and elaboration request and the least frequently used functions were vocabulary check, reply confirmation, and reply clarification. The findings of this study were in line with the findings of previous studies in that the proficiency of the participants influences the amount of negotiation for meaning strategies that occur. Conclusions and Recommendations: Findings of this study will give insight to teachers, learners, and researchers in the field of SLA and will help to sustain their liveliness and curiosity. Taking into account the current situation of Malaysia as the country that host so many international students from all over the world, future studies of these kinds can focus on examining the factor of proficiency in different dyads and its effect on students’ interactions in terms of negotiation of meaning. Keywords: Computer – mediated communication (CMC); computer –mediated discourse analysis (CMDA); negotiation of meaning, teaching English as a Second Language; Language learning

My Desired Self, Avatar

In computer-mediated communication (CMC) environments, users utilize their avatars as a communication channel to interact and connect with others, and they choose and create them accordingly to represent their self. As such, several major question areas arise: 1) As an extension of identity, how does a user customize his/her avatar? How is the avatar's appearance related to the avatar creator's self-concept? 2) How does avatar creation influence the avatar creator's psychological and behavioral consequences? To answer these questions, the current study leveraged a Korean social networking site, which currently provides avatars called “Minimis,” in a randomized experimental setting. This study found that the more the participants perceived their avatars to look like their desired selves, the more likely they evaluated their avatars as being attractive, credible, confident, cool, capable, and persuasive, but failed to find a significant relationship between avatar users' perceptions toward self-created avatars and their attitudes toward the social network site or ads.. The limitations and implications will be discussed.

Differences in electronic exchanges in synchronous and asynchronous computer-mediated communication: the effect of culture as a mediating variable

Two hundred and eighty undergraduates from universities in two countries were asked to read didactic material, and then think and write about potential solutions to an ill-defined problem. The writing was conducted within a synchronous or asynchronous computer-mediated communication (CMC) environment. Asynchronous CMC took the form of email exchanges between American learners only, Southern European learners only, and American and Southern European learners together. Synchronous CMC was restricted to dyads consisting of American–American, Southern European–Southern European, and American–Southern European students dialoguing. Additionally, a number of Americans and Southern Europeans were each paired with a content-“mirroring” computer-generated partner to account of the effect of thinking with an unresponsive partner in synchronous CMC. Results revealed that dyadic learners in asynchronous CMC used significantly more reasoning skills to think about solutions to the problem, while dyadic learners in synchronous CMC exchanged significantly more personal knowledge and features of emotion. However, the tendency among dyadic learners to include emotional features in their dialogues was mediated by their cultural background.

Twitter as a social actor: How consumers evaluate brands differently on Twitter based on relationship norms

The consumer–brand relationship literature indicates that consumers follow certain norms in their relationships with brands, and adherence or violation of those norms affects their brand evaluations. However, whether consumers use similar principles to guide their interactions with brands in computer-mediated communication (CMC) environments such as social networking sites remains unknown. To address this question, this study tests how consumers evaluate brands on Twitter depending on their own Twitter usage intensity. Based on social response theory, it is argued that a CMC context (as represented by Twitter) acts as an independent social actor and people follow offline interpersonal relationship rules in their interactions with brands on Twitter. Through a 2 (relationship type: exchange vs. communal)×2 (Twitter usage intensity: light vs. heavy) experiment, it is found that light Twitter users follow exchange relationship norms and evaluate a brand with exchange relationship-oriented messages more favorably than communal relationship-oriented messages. Heavy users, however, do not show such differences.