Computer-mediated Communication Groups Research Articles

Learner autonomy, learner engagement and learner satisfaction in text-based and multimodal computer mediated writing environments

Technology creates variant learning experiences which are context specific. This study examined the comparative potential of multimodal and text-based Computer Mediated Communication (CMC) in fostering learner autonomy, learner engagement and learner e-satisfaction as well as learner writing quality. To this end, 40 Iranian male and female EFL (English as foreign language) students were selected on the basis of their writing proficiency and were randomly assigned into text-based and multimodal CMC research groups. Learner autonomy was investigated using Van Nguyen and Habók ‘s learner autonomy questionnaire, which had 40 items rated on 5 point likert scale, both before and after the treatment. Student engagement was tracked by analyzing transcription of stored conversations of Moodle and Discussion logs of an online writing forum, using a coding scheme to identify cognitive, emotional, and behavioral student engagement. The potential of text-based CMC and Multimodal CMC in fostering writing quality was examined by comparing students’ writing before and after treatment. Finally, students were asked to write reflective essays on their evaluation of efficacy of the learning environments. Content analysis was conducted on the open and axial coding of indicators of student satisfaction. The results of between group comparison indicated that students were more autonomous in text-based modality than in multimodal CMC. Chi-square analysis indicated that text-based CMC group outperformed multimodal CMC group in terms of behavioral and cognitive engagement. Yet, multimodal CMC group reported higher emotional and social engagement. One-way ANCOVA results also indicated that the students in text-based CMC group outperformed Multimodal CMC group in terms of writing quality. Learner e-satisfaction was examined by network mapping of open codes of student reflective essays. The study identified four categories that reflected students’ e-satisfaction: learner dimension (including learners’ attitude, learner internet self-efficacy), teacher dimension (including teacher presence, teacher digital competences), curriculum dimension (including curriculum flexibility, course quality, flexibility in interaction support system) and internet dimension (including internet quality and support system). However, internet dimension received negative judgments from both groups. The implications of the study and suggestions for further research are discussed.

The effects of task modality on L2 Chinese learners’ pragmatic development: Computer-mediated written chat vs. face-to-face oral chat

Recent studies in Task-based Language Teaching showed the unique benefits of computer-mediated communication (CMC) on task-based interaction such as providing visual saliency of text and extended processing time for modified output (e.g., Smith, 2004, 2005). However, it is not clear whether CMC is more conducive for task-based learning compared to traditional face-to-face (FTF) mode. This study directly compared the effects of the two task modalities (CMC and FTF) on the pragmatics learning of Chinese modal verbs. This study focused on task-based pragmatics learning because tasks are supposed to promote learners to use language for pragmatic purposes. Thirty learners of L2 Chinese (high-elementary to intermediate level) completed two decision-making tasks in pairs. Half of the participants completed the tasks in CMC (N = 16), while the other half completed the same tasks in FTF (N = 14). Production and recognition tests were used at pre, post and delayed post-test to measure the learning outcomes. Task-based interaction in both modalities was analyzed for the frequency and pattern of modal verb use. Resudlts showed that the FTF group outperformed the CMC group at the immediate and delayed post-test. The FTF group also produced modal verbs more frequently during the tasks. Contrary to the previous claims on the potential advantages of CMC, this study indicates that FTF might be more beneficial for task-based pragmatics learning. The efficacy and challenges of CMC-based learning thus deserves further investigation.

The Application of Minority Influence Theory in Computer-Mediated Communication Groups

Using computer-mediated communication (CMC) groups as a context, this theoretical study aims at providing further specifications for the application of minority influence theory in small group research. Based on a focused literature review, this article proposes a framework that contextualizes strategic language use as an essential component of minority influence in CMC groups. Highlighting the role that unique features of CMC (e.g., interactive text-based communication, anonymity, salience of status markers) play in shaping and modifying minority influence in CMC groups, the proposed framework outlines testable propositions for future empirical studies.

Expertise Judgment and Communication Accommodation in Linguistic Styles in Computer-Mediated and Face-to-Face Groups

Taking a communication approach to expertise, this study examined emergence of expertise through communication accommodation (CA) in 46 four-person face-to-face (FtF) and text-based computer-mediated communication (CMC) groups. We found that FtF members with a lower pre-discussion task confidence accommodated to the linguistic styles of those with a higher pre-discussion task confidence. Meanwhile, CA influenced post-discussion expertise judgment in CMC groups such that members who accommodated to others were judged as having less expertise. CA also influenced post-discussion expertise judgment in FtF groups after taking into account perceived task-oriented communication and perceived influence. The findings emphasize the important roles of CA and of communication channel in expertise emergence.

The Effect of Using Audiovisual Chat on Developing English as a Foreign Language Learners' Fluency and Productivity of Authentic Oral Texts

This experimental study aimed at investigating the effect of using CMC (computer-mediated communication) on the improvement of tenth grade students' fluency and productivity of authentic oral texts in English, in the first semester of the scholastic year 2013/2014. For the sake of carrying out the present study and fulfilling its aims, the following hypothesis was proposed: "CMC has a great effect on the tenth Grade students' fluency in English". The population of the study consisted of all 10th grade students in Amman First Directorate of Education during the scholastic year 2013/2014. However, the sample of the study consisted of 61 students studying at AL-Shmissani Al-Kharbi Basic School for Girls. This is a quasi-experimental study because the school was chosen intentionally as it had up-to-date internet connected laboratories and a number of tenth grade sections. After reviewing the theoretical literature and the previous studies, the researcher identified the aspects of language fluency to be studied i.e. authenticity, pragmatics, creativity, non-verbal communication, suprasegmental factors, structural accuracy, figures of speech and idiomatic expressions, lexical accuracy, everyday life expressions, and speaking confidently. A pre-test was administrated to know the actual level of groups, the control group and the experimental one before being exposed to the new experience of teaching. The control group was taught traditionally, while the experimental group was taught via CMC. Two months later, a post-test was administrated so as to find if any change occurred, if it occurred, to what extent and in what dimension. To be certain of the validity of the test, it was presented to a group of referees, and its reliability was calculated by Cronbach Alpha Coefficient to be (0.90). To treat the raw scores statistically, means and standard deviations were used, by applying the quantitative research methods. The findings of the study revealed significant differences in the mean scores between the control and the experimental CMC groups. Students' performance in the experimental group was better than that of the control group. Finally, a number of related recommendations were presented to students, researchers, teachers and curriculists.

The role of information and communication technologies in the relationship between group potency and group maintenance outcomes: a longitudinal study

Group potency is one of the major factors influencing work group success. However, little is known about the effects of potency on group maintenance outcomes, especially in virtual teams. The present study examines the moderating role of information and communication technologies (ICTs) in the relationships between potency and group maintenance outcomes in a longitudinal study. The study involved 44 groups of four members each, working in two communication media: face-to-face (F-t-F) and computer-mediated communication (CMC). The groups developed a project during four weekly sessions over a 1-month period. The results showed that ICTs moderated the relationship between potency and maintenance outcomes (process satisfaction and identification). The positive relationship between potency and maintenance outcomes was stronger in CMC groups than in F-t-F groups. The study has provided useful information that contributes to understanding in which contexts group potency produces the best results. Specifically, ICT appears to be a key moderating variable in the relationships between group potency and group maintenance outcomes.

The impact of text‐based CMC on improving L2 oral fluency

AbstractThis paper reports on a study investigating the potential effect of synchronous and asynchronous text‐based computer‐mediated communication (CMC) on oral fluency development of second‐language (L2) learners. Sixty‐three intermediate learners of English were randomly assigned to one of three groups (two experimental groups and one control group), each consisting of 21 participants. The participants in the experimental groups completed four communicative tasks under two different instructional environments: synchronous text‐based CMC environment and asynchronous text‐based CMC environment. The average length of pauses, the articulation rate, the fluent‐run, the phonation‐time ratio and the speaking rate served as dependent variables. The study found that the participants in synchronous CMC group improved their L2 oral fluency significantly compared with their peers in the other two groups. The results also revealed the students in asynchronous CMC group obtained higher mean scores than those in the control group, although the differences between groups were not statistically significant.

Task - based O ral C omputer - mediated C ommunic a tion and L2 V ocabulary A cquisition

The present study adds to the computer-mediated communication (CMC) literature by exploring oral learner-to-learner interaction using Skype, a free and widely used Internet software program. In particular, this task-based study has a two-fold goal. Firstly, it explores possible differences between two modes of oral CMC (audio and video) and traditional face-to-face (FTF) interaction in terms of L2 vocabulary development. This study also investigates participants’ perceptions regarding these computer-mediated modes of communication. A within groups experimental design was employed in which a total of fifty-eight third semester college students of Spanish participated. Twenty-nine conversational dyads were assigned to one of three different groups: face-to-face, video CMC, and audio CMC. Repeated measures ANOVA analyses were conducted on the scores of the final pool of participants (N=47) in production, recognition, and aural comprehension tests to investigate possible differences. Furthermore, descriptive analyses were carried out of participants’ answers to a debriefing questionnaire that tapped into their perceptions toward these CMC modes. Results showed no significant differences among the groups for production or written recognition measures. All participants, however, were able to retain their recognition ability (but not their production ability) after two weeks. Finally, a significant difference was found among the groups in aural comprehension measures: the audio CMC group outperformed both other groups. Regarding participants’ attitudes toward the CMC modes used in this study, they had generally positive attitudes, which may be exploited in the L2 classroom.

Intercultural Relationship, Prejudice and Ethnocentrism in a Computer-Mediated Communication (CMC): A Time-Series Experiment

This paper investigated the effects of relationship types (intracultural versus intercultural conditions) on relational development in computer-mediated communications (CMC) and face-to-face settings by controlling for the effect of prejudice and ethnocentrism. A total of 140 participants were involved in the experiment, and they were randomly assigned to the face-to-face, synchronous and asynchronous computer-mediated channels. Within each group, they were assigned to intracultural versus intercultural conditions and were required to interact in pairs with their zero-history partners. All participants underwent four experimental sessions.. The results exhibited a significant main effect of relationship types on relational progression in face-to-face and asynchronous CMC groups. No significant main effect of relationship types was observed in the synchronous CMC group. The results showed no significant effects of prejudice and ethnocentrism on relational development in all groups. The findings of the study provide partial support for the “equalization” view of CMC.

Does Medium Matter? A Comparison of Initial Meeting Modes for Virtual Teams

Research Problem: There are no prior studies comparing modes of communication for virtual teams working over a substantial period of time that combined an initial synchronous desktop audio or video meeting with subsequent text-based computer-mediated communication (CMC). Research Questions: Does the initial medium condition impact decision-making quality, creativity, group development, and process satisfaction? Literature Review: Previous literature on media richness (the ability of a medium to carry and reproduce information based on feedback, multiple cues, language variety, and personal focus) and group outcomes (the level of creativity and quality of the work delivered by the group) suggests that ad-hoc groups using asynchronous CMC alone (without any initial meeting) or asynchronous CMC combined with an initial face-to-face (FTF) meeting have significantly higher levels of creativity and decision quality, compared to single-mode synchronous CMC groups or FTF groups. Methodology: In this study, a laboratory experiment was conducted with 136 participants from 14 countries. All teams used asynchronous CMC for two weeks for a software requirements task, following an initial synchronous meeting in one of four conditions: FTF, desktop audioconferencing, desktop videoconferencing, or text only. Results and Discussion: Results suggest that there are no significant differences among the four conditions. This research indicates that it does not matter what medium is used for an initial short meeting of a group that is to subsequently work together via asynchronous text communication.

The Role of Positive Affect in Face-to-Face and Computer-Mediated Communication Groups

The Role of Positive Affect in Face-to-Face and Computer-Mediated Communication Groups

Understanding risk-taking behavior of groups: A “decision analysis” perspective

Past research has extensively investigated the effect of media, especially focusing on how anonymity increases risk-related behaviors of groups when using computer-mediated communication (CMC). This study extends prior research by examining the differences in group risk-taking behaviors between face-to-face groups and completely non-anonymous CMC groups (i.e., groups working in a fully identified, synchronous CMC environment similar to popular instant messaging systems utilized widely within organizations). Drawing on the “decision analysis” perspective, a key framework for understanding organizational decision-making, the study also examines the effects of the firm's risk preferences as well as the type of information distribution among group members (i.e., full information known to all group members versus partial information know by only some of the members) on the groups' risk-taking behaviors. Results from a laboratory experiment using student subjects found no differences in risk-taking behaviors between CMC and face-to-face groups; additionally, no differences were found related to how information was distributed among group members. A significant effect was found, however, for the risk preference of the firm, showing that risk-neutral firms influenced groups to make riskier decisions than groups from risk-averse firms. Finally, groups within risk-neutral firms receiving partial information made riskier decisions than groups receiving full information. The implications of these results for future research and practice are examined.

Collaborative Information Seeking in Intercultural Computer-Mediated Communication Groups

This article examines the process of collaborative information seeking in intercultural computer-mediated communication (CMC) groups. The authors conducted a field experiment in which 86 students from three distant universities (one in the United States, two in Singapore) participated. The students participated in a collaborative learning practice in which they socially recommended information using a CMC system. The results demonstrate that the social context—that is, preexisting social networks, groups, and intergroup boundaries—significantly constrained the flow of information across intercultural CMC groups. The authors also found that the influence of the social context on CMC collaboration could be moderated by other contingent factors such as national culture and individuals' outcome expectancies of Internet use. The authors present the results from testing their hypotheses using multivariate p* and Quadratic Assignment Procedure network regression analyses and conclude with a discussion of the findings and implications for future research.

How do different types of intragroup conflict affect group potency in virtual compared with face-to-face teams? A longitudinal study†

The number of organizations using teamwork is increasing. In this context, group potency has emerged as a key construct in group research. Moreover, in the last decades, information and communication technologies (ICT) have allowed organizations to form virtual teams. Consequently, a considerable amount of research has analysed the functioning of virtual teams. We focus on intragroup conflict as a relevant antecedent of potency in computer-mediated communication groups. Specifically, the aim of this research is to examine the role of ICT in the relationship between intragroup conflict and group potency in a longitudinal study. A laboratory experiment was carried out comparing 44 groups working in two communication media (face-to-face and computer-mediated communication). The groups developed a project over a one-month period. The results show that communication media play a moderator role between intragroup conflict (relationship and task conflict) and group potency. Implications of these results are discussed.

Computer-Mediated Communication and Group Decision Making

This study adopts the functional perspective of group decision making as the theoretical framework to examine the differences between computer-mediated communication groups and face-to-face communication groups in terms of their decision-making process and performance. A field experiment was adopted by the study, which was built into a communication course involving two classes in a national university in northern Taiwan. These classes comprised 23 groups of 4 or 5 members each working for their final group projects. Of the 23 groups, 11 (51 persons) were randomly assigned to perform the task via computer-mediated communication, and the remaining 12 groups (61 persons) via face-to-face communication. The data analysis shows that most findings of the study confirm the notions of media-capacity theories. However, the findings of this study do not support the propositions of the functional perspective of group decision making. More detailed findings are discussed in the article.

Understanding coordination in computer-mediated versus face-to-face groups

Groups performed intellective and judgmental tasks in face-to-face (FTF) or computer-mediated communication (CMC) settings after coordination training or no training to determine the impact of CMC, training, and task type on group performance and coordination. Help seeking behaviors were stronger predictors of perceived and actual performance in CMC than FTF groups, but varied based on task type. In turn, training generally increased seeking behaviors, except non-task seeking behaviors in CMC groups; and seeking behaviors were stronger predictors for perceived performance in CMC than FTF groups. In addition, perceived performance was lower in CMC than FTF groups when untrained, but not when trained. Yet, performance agreement was similar on both tasks in FTF groups, but lower on the intellective than the judgmental task in CMC groups.

Perceived Behaviors of Emergent and Assigned Leaders in Virtual Groups

While considerable research has explored perceptions of groups and members in computer-mediated communication (CMC), and leadership behaviors in face-to-face groups, little research has examined how leadership is identified in CMC groups. Contemporary CMC theories alternatively stress the impact of salient, stereotyped roles on CMC groups’ perceptions, or the accretion of exaggerated impressions based on behavioral cues. These perspectives, in turn, coincide with predictions about the predominance of alternative forms of leadership: Assigned versus emergent. This study draws on traditional leadership theories from face-to-face group research and applies them to CMC to examine dynamics related to assigned and emergent leaders in online groups. The results of the study demonstrate that CMC groups may identify more than one leader. When identifying emergent leaders, regardless of whether a leader was assigned or not, group members consider perceived amounts of communication, intelligence, and encouraging and authoritarian behaviors.

Communication and Trust in Global Virtual Teams

This paper explores the challenges of creating and maintaining trust in a global virtual team whose members transcend time, space, and culture. The challenges are highlighted by integrating recent literature on work teams, computer-mediated communication groups, cross-cultural communication, and interpersonal and organizational trust. To explore these challenges empirically, we report on a series of descriptive case studies on global virtual teams whose members were separated by location and culture, were challenged by a common collaborative project, and for whom the only economically and practically viable communication medium was asynchronous and synchronous computer-mediated communication. The results suggest that global virtual teams may experience a form of ‘swift’ trust but such trust appears to be very fragile and temporal. The study raises a number of issues to be explored and debated by future research. Pragmatically, the study describes communication behaviors that might facilitate trust in global virtual teams.

The effects of time on computer-mediated communication group meetings: an exploratory study using an evaluation task

Group discussion and decision-making under time constraints is part of many people's lives and much remains unknown about this behaviour. In our study on the effects of time limits placed on computer-mediated group meetings, subjects participated in time-deprived, time-optimal and time-abundant conditions, respectively. This study indicated that in groups with different time conditions overall results varied in their perceptions on several areas of the meeting processes and, we found that the relationships between time and groups' perceptions of meeting processes and outcomes were not linear.

Norm Development, Decision Making, and Structuration in CMC Group Interaction

Objective: The objective of this activity is twofold: (1) To engage students in the practice of small-group decision making in a computer-mediated communication (CMC) environment; and (2) to demonstrate the taken for granted elements for small-group development and decision making Courses: Small-Group Communication, Technology and Human Communication, Communication Theory, Organizational Communication