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Journal articles on the topic 'Computer mediated communication (CMC)'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Amin, Risma Fahrul. "COMPUTER MEDIATED COMMUNICATION (CMC) DALAM PEMBELAJARAN BAHASA INGGRIS." LISAN AL-HAL: Jurnal Pengembangan Pemikiran dan Kebudayaan 14, no. 2 (2020): 341–60. http://dx.doi.org/10.35316/lisanalhal.v14i2.796.

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The Industrial Revolution 4.0 has produced many breakthroughs especially the appearance of communication platforms that gave colour to English learning in Indonesia. Therefore computers are very useful in language class, although basically computers are only tools for mediating student’s communication in English learning. This paper describes Computer Mediated Communication (CMC) in English learning.

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Rains, Stephen A., Steven R. Brunner, Chelsie Akers, Corey A. Pavlich, and Selin Goktas. "Computer-mediated communication (CMC) and social support." Journal of Social and Personal Relationships 34, no. 8 (2016): 1186–205. http://dx.doi.org/10.1177/0265407516670533.

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Despite the growth in research examining the use of computer-mediated communication (CMC) for exchanging social support, there remains much to learn about the support-related implications of CMC. An experiment was conducted to examine the influence of the reduced social cues associated with CMC on the outcomes of supportive interaction. Participants discussed a stressor with a confederate either face-to-face or via CMC and received informational or emotional support. Although they received the exact same support messages, participants in the CMC condition reported significantly greater worry a

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Ramadhana, Maulana Rezi, and Freddy Yusanto. "Computer-Mediated Communication and Family Communication among Deaf Teenager." IJDS Indonesian Journal of Disability Studies 7, no. 2 (2020): 230–38. http://dx.doi.org/10.21776/ub.ijds.2020.007.02.11.

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As a basis for parenting, communication can change patterns of interaction in the family. This study examines how computer-mediated communication (CMC) is related to and influences family communication (including conversation and conformity) in adolescents with disabilities. Participants in this study were 100 adolescents with deafness scattered in Indonesia. Through ANOVA analysis, the results show that CMC is significantly positively related to the conversation, conformity, and interaction between the two. Regression analysis found all four CMC factors as significant predictors affecting 50.

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Treem, Jeffrey W., Paul M. Leonardi, and Bart van den Hooff. "Computer-Mediated Communication in the Age of Communication Visibility." Journal of Computer-Mediated Communication 25, no. 1 (2020): 44–59. http://dx.doi.org/10.1093/jcmc/zmz024.

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Abstract This article argues that a distinctive aspect of computer-mediated communication (CMC) is the way it can make communication visible to others in ways that were previously impractical. We propose a theory of communication visibility that recognizes its multidimensional nature: resulting from activities that make communication visible, efforts by actors to see communication, and a sociomaterial context that influences possibilities for visibility. The different dimensions of communication visibility are explored as they relate to possibilities for action with CMC, and the ability of thi

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Hasibuan, Albar Adetary. "Computer Mediated Communication, The Way for Developing Students’ Arabic Writing Ability." Abjadia 3, no. 2 (2019): 91. http://dx.doi.org/10.18860/abj.v3i2.6208.

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<p>Computer Mediated Communication, better known as CMC, can be used as a tool in improving students' Arabic writing skills. CMC is used because computers and networks are familiar to students now. CMC can also make learning to write Arabic more creative and innovative. The purpose of writing this article is to provide information about computer-mediated communication (CMC) and also how to apply CMC to learning to write Arabic, to improve student writing skills.</p><p dir="RTL">يمكن استخدام التواصل عبر الكمبيوتر ، المعروف باسم CMC ، كأداة لتحسين مهارات الطلاب في الكتابة باللغ

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Osetrova, Olga I., and Daria V. Khusainova. "COMPUTER-MEDIATED COMMUNICATION AND INTERNATIONAL MORPHEMES." Sovremennye issledovaniya sotsialnykh problem 14, no. 4 (2022): 117–24. http://dx.doi.org/10.12731/2077-1770-2022-14-4-117-124.

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Globalization, active internalization and progress in technology have intensified the impact that American English has over national languages. The impact can be seen in borrowing a big amount of computer-mediated communication (CMC) lexis from the English language. The processes mentioned need description and explanation which makes the article relevant. Materials and methods. Works concerning different aspects of lexical borrowing and peculiarities of CMC words are mentioned. CMC lexis derived from international morphemes is studied in the article. Qualitative evaluation, description a

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Cal Varela, Mario, Francisco Javier Fernández Polo, and Ignacio M. Palacios Martínez. "Computer-mediated communication (CMC) and social media corpora." Research in Corpus Linguistics 13, no. 1 (2024): i—viii. http://dx.doi.org/10.32714/ricl.13.01.01.

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The study of computer-mediated communication (CMC) has received extensive attention in recent years, due to its impact on human communication and the immediacy of its form. This introduction briefly reports on some of the changes that CMC has undergone lately. The focus is on those topics currently considered to be central to the field, such as questions of identity and ideology, (im)politeness and face, humour, group creation and affiliation, verbal violence, cyberbullying, etc. Some observations are also made on the challenges that the compilation of CMC corpora poses for linguists, ranging

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Thi Quynh Nhu Ho. "Computer-Mediated Communication: Application to Vocational English Education." Journal of Technical Education Science 19, SI03 (2024): 102–9. http://dx.doi.org/10.54644/jte.2024.1413.

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Recent research on the use of computer-mediated communication (CMC) tends to focus on how CMC occurs and how to effectively apply Internet-based technologies into classrooms in general while little evidence has been found on the application of CMC tools to teach English language for workplace purposes. Therefore, this article aims to explore the use of CMC as an alternative platform for teaching English for vocational purposes. For this purpose, the current paper is based on library research combining synthesis and analysis of more than thirty empirical and non-empirical articles which were pu

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Lewin, Beverly A., and Yonatan Donner. "Communication in Internet message boards." English Today 18, no. 3 (2002): 29–37. http://dx.doi.org/10.1017/s026607840200305x.

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A quantitative analysis of usage in Computer-Mediated Conversation (CMC).While commentators as ‘early’ as 1984 were predicting that the “organizational, social, and personal effects of computers will be deeply felt”, they could only speculate on the strength of its impact. As this account was being written, at the end of 2001, the effects of Computer-Mediated Communication (CMC) were fast overtaking our poor ability to measure them. There are many ways to communicate through computers: Usenet newsgroups, mailing lists, and message boards, which allow users to discuss specific topics with each

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Çiftçi, Hatime, and Erhan Aslan. "Computer-Mediated Communication in the L2 Writing Process." International Journal of Computer-Assisted Language Learning and Teaching 9, no. 2 (2019): 19–36. http://dx.doi.org/10.4018/ijcallt.2019040102.

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As current computer-mediated communication (CMC) research is omnipresent in the foreign/second language (L2) writing process, a synthesis of the research in this realm is needed to better understand and inform the current pedagogical practices with technology in language classrooms. This article presents a review of 38 studies identifying the major characteristics of CMC use in L2 writing process and aspects of L2 writing where CMC is embedded. The findings indicate that a variety of CMC-embedded L2 writing tasks were mainly integrated in the drafting and revising/editing stages of writing. Al

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Arnus, Sri Hadijah. "Pengaplikasian Pola Computer Mediated Communication (CMC) dalam Dakwah." Jurnal Dakwah 19, no. 2 (2018): 191–203. http://dx.doi.org/10.14421/jd.2018.19205.

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Seiring kemajuan teknologi, dunia komunikasi dan informasi diperkuat oleh hadirnya media baru (smartphone, PDA, laptop, dll), yang berbasis internet. Media tersebut memungkinkan setiap orang melakukan komunikasi lebih mudah, lebih interaktif, dan tidak lagi dibatasi oleh ruang dan waktu. Fenomena penggunaan media online dalam mengakses berita dan membangun komunikasi interpersonal melalui media jejaring sosial melahirkan suatu konsep baru dalam komunikasi yaitu CMC (computer mediated communications). Hal ini menarik bagi penulis untuk menerapkan pola CMC dalam bidang dakwah untuk lebih menperm

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Yu, Bin. "Computer-Mediated Communication Systems." tripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society 9, no. 2 (2011): 531–34. http://dx.doi.org/10.31269/triplec.v9i2.309.

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The essence of communication is to exchange and share information. Computers provide a new medium to human communication. CMC system, composed of human and computers, absorbs and then extends the advantages of all former formats of communication, embracing the instant interaction of oral communication, the abstract logics of printing dissemination, and the vivid images of movie and television. It also creates a series of new communication formats, such as Hyper Text, Multimedia etc. which are the information organizing methods, and cross-space message delivering patterns. Benefiting from the c

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Yu, Bin. "Computer-Mediated Communication Systems." tripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society 9, no. 2 (2011): 531–34. http://dx.doi.org/10.31269/vol9iss2pp531-534.

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The essence of communication is to exchange and share information. Computers provide a new medium to human communication. CMC system, composed of human and computers, absorbs and then extends the advantages of all former formats of communication, embracing the instant interaction of oral communication, the abstract logics of printing dissemination, and the vivid images of movie and television. It also creates a series of new communication formats, such as Hyper Text, Multimedia etc. which are the information organizing methods, and cross-space message delivering patterns. Benefiting from the c

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14

Olaniran, Bolanle A., and Natasha Rodriguez. "The Role of Computer-Mediated Communication." International Journal of Information and Communication Technology Education 6, no. 4 (2010): 61–73. http://dx.doi.org/10.4018/jicte.2010100106.

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The use of information technology to enhance classroom learning and deliver corporate training is the latest trend and focus of much research in the computer-mediated communication (CMC) and development industry. Technological advances continue to alter the various ways in which academic and organizational training is facilitated and conducted. This paper presents a review of the available literature and trends in CMC, specifically, CMC’s theoretical approaches, types/roles, benefits/disadvantages, and contributions to academic institutions and corporate organizations. The authors also provide

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Purwaningtyas, Grace Setyo, Pawito Pawito, and Ismi Dwi Astuti Nurhaeni. "Self Potential Development Through Computer Mediated Communication on Instagram Application." International Journal of Multicultural and Multireligious Understanding 8, no. 8 (2021): 112. http://dx.doi.org/10.18415/ijmmu.v8i8.2840.

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Communication technology and the internet have developed quite rapidly from time to time. The development of communication technology and the internet has changed the way human’s communication. Human interaction is no longer limited to face-to-face meetings, but has now shifted to interaction or communication using computer and internet media which are not limited to space and time. This mediated communication is known as Computer Mediated Communication (CMC). Communication through the CMC was developed by various application providers to facilitate internet users in communicating, one of whic

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Siamak, Mirzaei, and Farrokh Hayati Ashkan. "Effects of the Computer Mediated Communication Interaction on Vocabulary Improvement." TELKOMNIKA Telecommunication, Computing, Electronics and Control 16, no. 5 (2018): 2217–25. https://doi.org/10.12928/TELKOMNIKA.v16i5.10195.

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This study examined the effect of CMC interaction on Iranian EFL learners’ vocabulary improvement. The study was carried out on the basis of a comparative design and tried to compare CMC with face to-face interactions in the Iranian EFL learners in order to see whether the learners’ lexical knowledge improved by the CMC interaction. Participants of the study were advanced learners studying in a language institute. The Oxford placement test was used to determine the Iranian EFL learners’ proficiency level and ensure a homogeneous sample. Then, the participants were randomly as

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Zeinali Nejad, Majid, Mohammad Golshan, and Amin Naeimi. "Pronunciation Achievement in Computer-Mediated Communication (CMC) Classrooms." International Journal of Foreign Language Teaching and Research 9, no. 38 (2021): 205–14. http://dx.doi.org/10.52547/jfl.9.38.205.

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18

Goertler, Senta. "Using Computer-Mediated Communication (CMC) in Language Teaching." Die Unterrichtspraxis/Teaching German 42, no. 1 (2009): 74–84. http://dx.doi.org/10.1111/j.1756-1221.2009.00038.x.

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Ifukor, Presley A. "Spelling and simulated shibboleths in Nigerian computer-mediated communication." English Today 27, no. 3 (2011): 35–42. http://dx.doi.org/10.1017/s0266078411000368.

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Since its coinage by Hiltz and Turoff (1978) the term computer-mediated communication (CMC) has been adapted and broadly conceptualised as interactive communication by and among human beings via networked computers and mobile devices. Several definitions of CMC have been offered in the literature but Herring's (2007) definition of CMC as ‘predominantly text-based human–human interaction mediated by networked computers or mobile telephony’ is adopted in this article because it stresses the textual aspect of the communicative interaction and accommodates all forms of textual language use mediate

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20

Motteram, Gary, and Joanna Teague. ""Deep" Learning and Computer Mediated Communication." Proceedings of the International Conference on Networked Learning 2 (April 17, 2000): 254–60. https://doi.org/10.54337/nlc.v2.9815.

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In the Centre for English Language Studies at The University of Manchester we run a Master's degree in Educational Technology and English Language Teaching (ELT) which is offered both in distance plus residential (a summer school), or full)' distance modes. As part of the programme participants take one module that is run fully on-line. Other modules make use of more traditional distance learning technologies, with on-line support via email. The module in question is called 'Computers and Video as a Resource' (CVR) and is usually taken as the last of six taught components. The reasons for deli

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Mesch, Gustavo S. "Minority Status and the Use of Computer-Mediated Communication." Communication Research 39, no. 3 (2011): 317–37. http://dx.doi.org/10.1177/0093650211398865.

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Group differences in the use of computer-mediated communication (CMC) were investigated, to test the diversification hypothesis that argues that minorities and immigrants will be more likely to use CMC to compensate for their lack of social capital. Data were gathered from a sample of Internet users reflecting the percentage of minorities in the general population ( n = 1,264). The results provide support for the hypothesis, indicating that in multicultural societies disadvantaged groups show greater motivation to use CMC to expand business and occupational contacts, whereas members of the maj

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Verheijen, Lieke. "Orthographic principles in computer-mediated communication." Written Language and Literacy 21, no. 1 (2018): 111–45. http://dx.doi.org/10.1075/wll.00012.ver.

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AbstractOnline messages often diverge from the standard language orthography: so-called textisms have become an indispensable part of youths’ written computer-mediated communication (CMC). This paper presents an in-depth corpus study of texts from four new media produced by Dutch youths: MSN chats, text messages, tweets, and WhatsApp messages. It is demonstrated that Dutch informal written CMC, as in other languages, is implicitly governed by orthographic principles. Relative frequencies of textism types in the corpus show how textisms are effectively used by Dutch youths. Textism types are cl

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Burleson, Seterra D., Whitney A. Tyler, Debra A. Major, and Katelyn R. Reynoldson. "Women in STEM Workplaces and Computer-Mediated Communication." International Journal of Virtual Communities and Social Networking 10, no. 3 (2018): 1–22. http://dx.doi.org/10.4018/ijvcsn.2018070101.

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As women have the potential to bring unique perspectives to the workplace, the under-representation of women in STEM occupations is a severe limitation to global advancement through research and innovation. Workplace utilization of computer-mediated communication (CMC) may impact common barriers faced by women in STEM, such as stereotypes, a “chilly” workplace climate, lack of social support and mentorship opportunities, and work-family conflict. As organizations shift further into the use of virtual communication, it is essential to take advantage of CMC as a way to facilitate gender equality

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Shang, Hui-Fang. "Incorporating Computer-Mediated Communications in EFL Reading." Technical Communication 70, no. 2 (2023): 72–85. http://dx.doi.org/10.55177/tc454765.

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Purpose: The incorporation of computer-mediated communication (CMC) has been widely used in recent English as a foreign language (EFL) teaching and learning due to the rapid advancement of technology. Despite the prevalence of online CMC communications, previous research has yielded mixed results, and empirical evidence on how online communications affect student reading comprehension is limited. This study compares the effects of online asynchronous and synchronous communications on EFL reading comprehension in a Taiwanese collaborative learning context. Method: Ten reading comprehension test

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Vandekerckhove, Reinhild, Lisa Hilte, Darja Fišer, and Walter Daelemans. "Computer-mediated communication (CMC) and social media corpora: Introduction." European Journal of Applied Linguistics 7, no. 2 (2019): 157–62. http://dx.doi.org/10.1515/eujal-2019-0032.

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Williams, Lawrence. "Sociolinguistic variation in French computer-mediated communication." International Journal of Corpus Linguistics 14, no. 4 (2009): 467–91. http://dx.doi.org/10.1075/ijcl.14.4.02wil.

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The analysis in the present study examines the variable use of ne in 2,459 tokens of verbal negation from a corpus of electronic French discourse including moderated chat, non-moderated chat, and discussion fora. These data from computer-mediated communication (CMC) environments were analyzed in order to demonstrate that although both non-moderated and moderated chat are essentially synchronous (i.e. involving real-time interaction), they are on opposite ends of a continuum of French sociolinguistic variation. In non-moderated chat, which is clearly less formal, ne is used productively as a di

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Montes-Alcalá, Cecilia. "iSwitch: Spanish-English Mixing in Computer-Mediated Communication." Journal of Language Contact 9, no. 1 (2016): 23–48. http://dx.doi.org/10.1163/19552629-00901002.

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Technology, and the Internet in particular, have rapidly transformed the means of communication in the 21st century, opening the door to a novel and fertile ground of research. What takes place when bi- or multilingual individuals sit at the keyboard has been the focus of several studies exploring computer-mediated communication (cmc). However, there appears to be a lack of research dealing specifically with Spanish-English language mixing online, a surprising fact given that Spanish is the third language of the Internet and its use has grown 800% in the last decade. The present work analyzes

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Laksana, Novianto Yudha, and Ahda Fadhilah. "Computer-mediated communication and interpersonal communication in social media Twitter among adolescents." Journal of Social Studies (JSS) 17, no. 1 (2021): 65–78. http://dx.doi.org/10.21831/jss.v17i1.39015.

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Computer-Mediated Communication (CMC) becomes a new form of communication. Interpersonal communication has now moved into cyberspace thanks to CMC's role. CMC's implementation in touch is when two or more communion can only exchange information through computer media or the latest communication technology. CMC is categorized as synchronous if the connection delivers in a discussion room or chat room. In comparison, asynchronous CMC occurs when the communication process coincides. Twitter is one of the social media often used as a place of interaction on the internet. Based on Twitter data, 83%

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Vendityaningtyas, Vita, and Erlik Widiyani Styati. "Effect of Computer Mediated Communication and Face-to-Face Communication on the Students’ Writing." Lingua Cultura 12, no. 3 (2018): 233. http://dx.doi.org/10.21512/lc.v12i3.4235.

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This research aimed to investigate the effect of computer-mediated communication (CMC) and face-to-face (F2F) communication on the students’ writing. The subjects were the English department students of the fourth semester at the private University in Madiun. The researchers employed the students in class A and B as the research subjects. The research method used was a quasi-experimental design. The research design was divided into pre-test, treatment, and post-test. Both of the two groups were given pre-test to see the homogeneity of the two groups. The experimental group was given CMC, and t

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Sadler, Randall. "Computer-mediated Communication and a Cautionary Tale of Two Cities." CALICO Journal 25, no. 1 (2013): 11–30. http://dx.doi.org/10.1558/cj.v25i1.11-30.

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This paper describes an action research project that investigated the pedagogical applicability of computer-mediated communication (CMC) tools for collaborative projects. The research involved two groups of students studying to become ESL/EFL teachers, one group at a university located in the US Midwest and the other in the Catalan region of Spain, engaging in collaborative projects of their own designs which examined potential uses of CMC for language learning. As part of this project, the students also learned about and used a number of CMC tools, ranging from email to message boards to vide

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Zulkefli, Mohd Yusof, and Norfishah Mat Rabi. "Exploring the Usage of Computer-Mediated Communication in Assisting Individual with Autism Spectrum Disorder to Communicate." Al-i’lam - Journal of Contemporary Islamic Communication and Media 1, no. 1 (2021): 126–43. http://dx.doi.org/10.33102/jcicom.vol1no1.9.

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Impairments in social interaction are the primary characteristics of an individual with Autism Spectrum Disorder (ASD). In addition, communication becomes the main issue that people with ASD will be struggling with. Nowadays, technology has become a necessity for our daily life, and it provides convenience to people to communicate effectively. However, ASD individuals may experience a wide variety of communication challenges. Most of the parents were concerned that the usage of the technology may negatively impact their ASD child. Hence, by conducting this study, we will understand how technol

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Brokensha, Susan. "Academic writing in Blackboard: a computer-mediated discourse analytic perspective." Acta Academica: Critical views on society, culture and politics 44, no. 4 (2012): 81–105. https://doi.org/10.38140/aa.v44i4.1369.

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This article reports on how text-based synchronous and asynchronous modes of communication in Blackboard were employed at tertiary level to encourage students to share their perceptions of academic writing and sensitise them to the writing process. Employing a computer-mediated discourse analytic (CMDA) framework, three research questions were posed: What were the discussion topics in each mode of computer-mediated communication (CMC)? What types of knowledge construction were reflected in each mode? What kinds of discourse features were generated in each mode? The overall conclusions reached

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Carr, Caleb T. "CMC Is Dead, Long Live CMC!: Situating Computer-Mediated Communication Scholarship Beyond the Digital Age." Journal of Computer-Mediated Communication 25, no. 1 (2020): 9–22. http://dx.doi.org/10.1093/jcmc/zmz018.

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Abstract As the term “computer” and the processes and effects of technologies in human communication broaden, there is a need to have an accounting of the computer-mediated communication (CMC) subdiscipline. After identifying some of the changes that have occurred in both devices and our theories of CMC, suggestions are offered for how to uniquely situate CMC in the future. Ultimately, this article calls for a realignment of CMC scholarship away from focusing on the technological devices and toward an increased focus on the process, role, and effects of mediation. A litmus test whereby future

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Herzberg, Laura, and Harald Lüngen. "Types and annotation of reply relations in computer-mediated communication." European Journal of Applied Linguistics 7, no. 2 (2019): 305–32. http://dx.doi.org/10.1515/eujal-2019-0006.

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AbstractThis paper presents types and annotation layers of reply relations in computer- mediated communication (CMC). Reply relations hold between post units in CMC interactions and describe references from one given post to a previous post. We classify three types of reply relations in CMC interactions: first, technical replies, i. e. the possibility to reply directly to a previous post by clicking a ‘reply’ button; second, indentations, e. g. in wiki talk pages in which users insert their contributions in the existing talk page by indenting them and third, interpretative reply relations, i.

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Jiang, Liping. "On Effective Utilization of Computer-Mediated Communication Technology in Network-Based Foreign Language Teaching." Wireless Communications and Mobile Computing 2022 (June 19, 2022): 1–6. http://dx.doi.org/10.1155/2022/1048311.

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The integration of computer-mediated communication and language teaching has been a common practice in the higher institutes internationally. The effective application of computer-mediated communication (CMC) in network-based foreign language teaching depends on the optimal balance between the use of teaching methods, teaching sources, and teaching means in a specific learning environment. Based on the current literature research on CMC, this paper mainly introduces the CMC in foreign language learning from its time characteristics, compares the language generation under synchronous and asynch

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Vandergriff, Ilona. "Emotive communication online: A contextual analysis of computer-mediated communication (CMC) cues." Journal of Pragmatics 51 (May 2013): 1–12. http://dx.doi.org/10.1016/j.pragma.2013.02.008.

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MUKHTAR, Suhaila, Nik Aloesnita NIK MOHD ALWI, Fatimah ALI, et al. "LANGUAGE LEARNING THROUGH TASK-BASED SYNCHRONOUS COMPUTER-MEDIATED COMMUNICATION." Issues in Language Studies 13, no. 1 (2024): 246–62. http://dx.doi.org/10.33736/ils.5866.2024.

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A limited number of studies have been conducted on the influence of task features on language production in computer-mediated communication (CMC) environments despite the role of tasks on the language production of L2 students who are mostly non-native speakers (NNSs). Among the prominent hypotheses on the relationship between tasks and language production are the Cognition Hypothesis and the Trade-Off Hypothesis. The current study examined the effect of task structure on student language production in terms of syntactic complexity and fluency in CMC environments. A one-shot design study invol

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Hara, Noriko. "Analysis of Computer-Mediated Communication: Using Formal Concept Analysis as a Visualizing Methodology." Journal of Educational Computing Research 26, no. 1 (2002): 25–49. http://dx.doi.org/10.2190/9w69-ul5k-dvnj-bmt3.

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Computer-Mediated Communication (CMC) is used in different contexts such as business, non-profit organizations, and education and uses different tools such as computer conferencing, e-mail, and groupware. However, it is apparent that the field of CMC lacks established methodologies to analyze the phenomena. This article introduces the use of Formal Concept Analysis (FCA) as a methodology to visualize the data in CMC. FCA is based on a mathematical lattice theory and offers visual maps (graphs) with conceptual hierarchies. Combined with content analysis, FCA is proposed to be a potential method

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Alakhdar, Ghada. "Computer Mediated Communication and the Promotion of World Cultural Diversity." British Journal of Translation, Linguistics and Literature 2, no. 4 (2022): 2–12. http://dx.doi.org/10.54848/bjtll.v2i4.42.

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In order to unpack the potential of CMC to promote the world cultural diversity, nomadology as the major cultural medium is considered, especially that it holds structural affinities to orality striking a tripartite media (CMC-nomad-oral). Nomadology suggests a traditional cultural structure that is already re-attracting academic interest with the advent of new media technologies. Rhizome as cultural theory used to explore social media negotiates its structural potential to promote cultural diversity, not just globalization. Considering the global reach of cyberspace, the diversity of world cu

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Liu, Yuliang, Dean Ginther, and Paul Zelhart. "How Do Frequency and Duration of Messaging Affect Impression Development in Computer-Mediated Communication?" JUCS - Journal of Universal Computer Science 7, no. (10) (2001): 893–913. https://doi.org/10.3217/jucs-007-10-0893.

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Computer-mediated Communication (CMC) has been commonly compared to face-to-face (FtF) communication in recent CMC literature. Research comparisons suggested depersonalizing effects of CMC. However, this experimental study indicates that CMC is a potentially viable mode of social-emotion-oriented communication. In this study, the effects of frequency and duration of messaging on impression development in CMC were investigated. Undergraduate participants were randomly assigned to each of the four experimental groups. For a period of two weeks, participants monitored discussion lists that differ

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Al-Rawi, Mustafa Khalid Saleh. "Computer-Mediated Communication(CMC) as a tool for language teaching." IOSR Journal of Humanities and Social Science 22, no. 04 (2017): 23–28. http://dx.doi.org/10.9790/0837-2204022328.

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Hacker, Kenneth L. "The Potential of Computer-Mediated Communication (Cmc) for Political Structuration." Javnost - The Public 11, no. 1 (2004): 5–25. http://dx.doi.org/10.1080/13183222.2004.11008844.

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Wang, Yanlin, Steven M. Crooks, and Stefanie Borst. "Chinese language learners’ anxiety toward chat partners in computer-mediated communication." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 52, no. 2 (2017): 127–47. http://dx.doi.org/10.1075/csl.52.2.02wan.

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Abstract Studies have shown foreign language anxiety (FLA) can negatively impact learners’ performance in the classroom, but learners experience less FLA during computer-mediated communication (CMC) activities. Although it has been documented that communicating with native speakers (NSs) can make foreign language learners more anxious, very few empirical studies have compared learners’ anxiety levels toward different online chat partners. The current study investigated intermediate Chinese language learners’ FLA in online text CMC activities chatting with NSs and non-native speakers (NNSs). Th

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Aldahray, Ayman. "The Reliance on Computer-mediated Communication by Audit Firms During the COVID-19 Pandemic Period." Jordan Journal of Business Administration 21, no. 2 (2025): 301–16. https://doi.org/10.35516/jjba.v21i2.246.

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The onset of the coronavirus pandemic 2019 (COVID-19) resulted in audit firms relying on Computer-Mediated Communication (CMC) when communicating with their clients. Although most audit firms employed CMC to some extent before the pandemic, their use of it increased with the onset of the pandemic because of the prohibition of face-to-face communication. This study aims to discover how auditors used CMC during the pandemic, and in particular, which CMC tools were used most frequently. While the shift to CMC during the COVID-19 pandemic was mandatory, its increased use is expected to influence a

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Niezabitowska, Agata, Anna Oleszkiewicz, and Michał Pieniak. "Does the Frequency of Using Emoticons in Computer-Mediated Communication Signal Creativity?" Creativity. Theories – Research - Applications 6, no. 1 (2019): 66–76. http://dx.doi.org/10.1515/ctra-2019-0004.

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AbstractNowadays many human interactions take place in the virtual environment. To express emotions and attitudes in computer-mediated communication (CMC) individuals use emoticons - graphic representations of emotions and ideas. Contemporary applications serving computer-mediated communication (CMC) are provided with a broad spectrum of emoticons which may be used in communication. Variety of emoticons gives users of CMC an opportunity to create unique messages and express emotions in a creative manner. This study involved 275 online respondents and aimed to verify whether the frequency of em

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Akutsu, Sumie, and Tim Marchand. "Computer-Mediated Communication for Course Delivery and Teaching Materials Development." International Journal of Computer-Assisted Language Learning and Teaching 5, no. 3 (2015): 1–19. http://dx.doi.org/10.4018/ijcallt.2015070101.

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This paper describes a university English course which uses computer-mediated communication (CMC) for the dual-purpose of providing lesson materials online and collecting student written output in the form of a news-based blog to develop a learner corpus. Comments on the blog from Japanese university students form the basis of a learner corpus, which is analysed with reference to native speaker norms, allowing needs to be identified and addressed in subsequent materials. The paper discusses CMC as a repository of teaching materials and as a resource to develop teaching materials.

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Ross, John A. "The Influence of Computer Communication Skills on Participation in a Computer Conferencing Course." Journal of Educational Computing Research 15, no. 1 (1996): 37–52. http://dx.doi.org/10.2190/6tyw-adv1-w0lc-n9h0.

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Computer-Mediated Communication (CMC) courses are attracting students with weak computer communication skills. This study examined what happened to these students when they enrolled in a CMC course that required high levels of peer interaction. It was anticipated that students with weaker skills would miss important instructional events, have lower levels of task-relevant contributions, have less influence on group products, and engage in less demanding learning activities. But lack of technical skill had a marginal effect on participation, much less than prior knowledge of course content. The

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Lin, Huifen. "Computer-mediated communication (CMC) in L2 oral proficiency development: A meta-analysis." ReCALL 27, no. 3 (2014): 261–87. http://dx.doi.org/10.1017/s095834401400041x.

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AbstractThe ever growing interest in the development of foreign or second (L2) oral proficiency in a computer-mediated communication (CMC) classroom has resulted in a large body of studies looking at both the direct and indirect effects of CMC interventions on the acquisition of oral competences. The present study employed a quantitative meta-analytic approach to investigate such effects by synthesizing (quasi)experimental studies that provide empirical quantitative data for effect size calculation. A literature search located 25 relevant studies for the final analysis. Each study was independ

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Salaberry, M. Rafael. "Theoretical Foundation for the Development of Pedagogical Tasks in Computer Mediated Communication." CALICO Journal 14, no. 1 (2013): 5–34. http://dx.doi.org/10.1558/cj.v14i1.5-34.

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Computer Mediated Communication (CMC) permits users to engage in purposeful exchanges with other humans (and with on-line databases) both synchronously and asynchronously. Yet, disappointment with previous technological "revolutions" may cause language teachers to be less receptive to the pedagogical uses of this new medium. A historical review of some of pedagogical claims of Computer Assisted Language Learning (CALL), multimedia applications, and their eventual outcomes, as well as new research in Second Language Acquisition (SLA), support the proposition that CMC gives second language learn

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Tetteh, Emmanuel Dortey, Zhiguang Qin, and Benjamin Kwofie. "Computer-Mediated Communication Portal Implementation Framework: A Higher Education Institutional Perspective." International Journal of Emerging Technologies in Learning (iJET) 15, no. 03 (2020): 180. http://dx.doi.org/10.3991/ijet.v15i03.11641.

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computer-mediated communication (CMC) portal services provision through in-formation technologies (IT) in higher educational institutions (HEIs) should not be an impossible task considering the growth in information systems (IS) and an upsurge of internet users. There have been numerous efforts aimed at implement-ing CMC portals by HEIs but just a few could be said to be successful. The aim of this research is to develop a framework that can help to provide a better understanding of how to manage the entire implementation process so as to bring the expected advantages to institutions implement

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