Browsing by Subject "computer-mediated communication"
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Item Incidental Noticing and EFL Students? Subsequent Second Language Learning in Synchronous Text-based Discussion: An Investigation of Both NES-NNES and NNES-NNES Dyads(2010-10-12) Kung, Wan-TsaiThis dissertation investigated Taiwanese English as Foreign Language (EFL) learners' incidental noticing and their subsequent language learning in relation to learner proficiency level and dyadic type in a text-based computer-mediated communication (CMC) environment. Sixty participants were included to form 30 dyads. At random, eight low-intermediate and eight advanced nonnative English speakers (NNESs) were paired with 16 native English speakers (NESs) to form 16 NES-NNES dyads; another 14 advanced NNESs and 14 low-intermediate NNESs were paired to form 14 mixedproficiency NNES-NNES dyads. The results revealed that the synchronous computer-mediated communication (SCMC) medium could, in general, enhance the occurrence of learners' incidental noticing and their subsequent second language (L2) learning regardless of learners' proficiency levels and dyadic types. No significant differences were found in the amount of the language-related episodes (LREs) produced by the NES-NNES dyads when compared to the NNES-NNES dyads. With regard to the number of LREs generated by the learners of different proficiency levels, the results showed that: (1) in the NESNNES dyads, no significant difference was found between the low-intermediate and advanced learners, and (2) in the NNES-NNES dyads, the low-intermediate learners produced a significantly greater number of LREs than their advanced interlocutors. In terms of the effect of interlocutors' proficiency levels on the number of LREs produced by the learners, the results revealed that: (1) the low-intermediate learners in the NESNNES dyads produced a significantly greater number of LREs than the low-intermediate learners in the NNES-NNES dyads, and (2) the advanced learners in the NES-NNES dyads also produced a significantly greater number of LREs than the advanced learners in the NNES-NNES dyads. With respect to the learners' performance on both posttests, the results of chi-square analyses showed that: (1) no significant differences were found both within and across the two dyadic types, and (2) no significant differences were found between learners of different proficiency levels within and across both NES-NNS and NNES-NNES dyads. Logistic regression analyses revealed that five LRE characteristics (type, source, complexity, proficiency, and successful uptake) in the NES-NNES dyads and three LRE characteristics (proficiency, timing and successful uptake) in the NNES-NNES dyads were shown to be significant predictor variables of the learners' subsequent L2 learning. Successful uptake was the most prevalent predictor variable of the learners' subsequent L2 learning across the two dyadic types. Besides, proficiency appeared to be the second prevalent variable but played a different role in these two dyadic types. Considering the language aspects focused in the LREs, negotiations on the linguistic features of grammar, vocabulary, and spelling were much more prevalent than the pragmatic aspects of language.Item Influences on learner-learner interaction in online classes(Texas A&M University, 2004-09-30) Fite, Shannon DianeInteraction, particularly learner-learner interaction, needs to be cultivated in online classes in order for students to have a satisfying learning experience. This study considered two graduate level online classes in an effort to determine: 1) is cognitive style related to the quantity of learner-learner interaction in online courses, 2) is there a relationship between learner characteristics and learner posting preferences in learner-learner interaction in online courses, 3) how do selected learners differ in their use of interaction elements during online discussion, and 4) how do selected learners perceive their experiences in online courses. Using the Student Demographic Questionnaire, the Group Embedded Figures Test, the Text Analysis Tool, and an Interview Protocol developed by the researcher, the study was conducted with a mixed method design. Learner-learner interaction was considered in terms of the students' contributions to the FirstClass discussion activities that were completed as part of the course requirements. This study found that: a) there is not a correlation between cognitive style and quantity of learner-learner interaction, b) some learner characteristics do influence learner posting preferences, c) interaction elements during online discussion do not indicate the content of discussion, but do somewhat indicate how the discussion is taking place, and d) students have opinions on how their experiences in online courses should impact online course design, particularly in terms of knowing the learner and communication. Knowing the learner was discussed in terms of time management, motivation, and differences among learners. Communication was discussed in terms of spontaneity, isolation, freedom, and accountability. Course design was discussed in terms of flexibility, organization, accountability, and technology. The results of this study have implications regarding online course design and recommendations for future research.Item Muteness in Organizational Computer-Mediated Communication: A Critical Study(2012-07-16) Kissack, HeatherThe purpose of this feminist critical discourse analysis was to uncover whether or not, and how, muteness of female-preferential voice occurs within written organizational computer-mediated communication. Qualitative textual analysis was used to analyze 18 discussion forums from three voluntary professional associations representing highly male-populated (mechanical engineering), gender neutral (training and development), and highly female-populated (nursing) industries. Discussion posting participants were categorized for using male-preferential (MP), female-preferential (FP), or neutral (N) language. MP and FP interactions were then analyzed for themes of muting and muteness. Seven major findings within three analytic categories emerged from this study. First, with regards to preferential language use by industry site, all three sites? participants used FP language more than MP language. In fact, 158 of the 246 total participants were categorized as FP language users and 17 of the 18 forums were initiated by a FP participant. Additionally, although overall, modals and hedges were the most prevalent FP language characteristics and opinions were the most prevalent MP language characteristic, this differed across industry site. Implications for scaling preferential language dimensions along a continuum from highly feminine to highly masculine are discussed. Second, regarding strategies of maintaining male dominance (muting), it was found that MP language dimensions were used more often by MP participants when interacting with FP participants. Themes of muting strategies such as overstating one?s knowledge base were found in MP language. FP participants, on the other hand, cloak their opinions in subordinating language; thus understating their knowledge. This context allows MP language users to trivialize FP language users? postings. Additionally, the use of masculine pronouns was equal to the use of feminine pronouns despite the majority of FP participants; and FP participants were overwhelmingly more likely to use masculine pronouns that MP participants were likely to use feminine pronouns. Finally, with regards to strategies of FP communication during interactions with MP language users (muteness), FP participants engaged mostly in respectful communication as a strategy to communicate. The communication strategy used least was confrontation. An emergent strategy of communication was the increased use of metaphors by FP participants when interacting with MP participants.