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Journal articles on the topic 'Computer mediated communication'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Fano, Robert M. "Computer-Mediated Communication." IEEE Technology and Society Magazine 4, no. 1 (1985): 3–6. http://dx.doi.org/10.1109/mtas.1985.5009913.

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2

WALTHER, JOSEPH B. "Computer-Mediated Communication." Communication Research 23, no. 1 (1996): 3–43. http://dx.doi.org/10.1177/009365096023001001.

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3

Simpson, James. "Computer-mediated communication." ELT Journal 56, no. 4 (2002): 414–15. http://dx.doi.org/10.1093/elt/56.4.414.

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4

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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5

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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6

Martino, Joseph P. "Computer-mediated communication systems." Technological Forecasting and Social Change 27, no. 1 (1985): 101–2. http://dx.doi.org/10.1016/0040-1625(85)90007-1.

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7

Leineweber, Fabius, and Marcella Faria. "Computer-Mediated Communication in Biology." American Journal of Semiotics 24, no. 1 (2008): 125–44. http://dx.doi.org/10.5840/ajs2008241/39.

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8

Lomicky, Carol S., and Nanette M. Hogg. "COMPUTER-MEDIATED COMMUNICATION AND PROTEST." Information, Communication & Society 13, no. 5 (2010): 674–95. http://dx.doi.org/10.1080/13691180903214515.

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9

Carlson, John R., Joey F. George, Judee K. Burgoon, Mark Adkins, and Cindy H. White. "Deception in Computer-Mediated Communication." Group Decision and Negotiation 13, no. 1 (2004): 5–28. http://dx.doi.org/10.1023/b:grup.0000011942.31158.d8.

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10

Torrance, Rebecca J., Caterina E. M. Lasome, and Janice B. Agazio. "Ethics and Computer-mediated Communication." JONA: The Journal of Nursing Administration 32, no. 6 (2002): 346–53. http://dx.doi.org/10.1097/00005110-200206000-00011.

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11

TREVINO, LINDA KLEBE, and JANE WEBSTER. "Flow in Computer-Mediated Communication." Communication Research 19, no. 5 (1992): 539–73. http://dx.doi.org/10.1177/009365092019005001.

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12

Allen, Brenda J. "Gender and computer-mediated communication." Sex Roles 32, no. 7-8 (1995): 557–63. http://dx.doi.org/10.1007/bf01544189.

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13

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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14

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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15

Panina, Daria, and Maya Kroumova. "Cross-Cultural Communication Patterns In Computer Mediated Communication." Journal of International Education Research (JIER) 11, no. 1 (2015): 1–6. http://dx.doi.org/10.19030/jier.v11i1.9092.

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16

Murray, Denise E. "Protean Communication: The Language of Computer-Mediated Communication." TESOL Quarterly 34, no. 3 (2000): 397. http://dx.doi.org/10.2307/3587737.

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17

Kovtunenko, Inna V. "Problems of ethical communication in computer-mediated communication." Neophilology, no. 1 (2023): 54–64. http://dx.doi.org/10.20310/2587-6953-2023-9-1-54-64.

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The problem associated with determining when interpersonal interaction of interlocutors in the format of computer-mediated communication leads to unethical verbal behavior and why this form of behavior is realized is analyzed. Based on the theoretical concept of B.N. Miroshnikov about the relationship between the Internet and society, it was not only found out why the interlocutors choose specific means of computer-mediated communication, but also the nature of the influence of this choice on the maintenance of interpersonal relationships and the ethical problems that could potentially arise i

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18

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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19

Chong, Larry Dwan. "The Linguistic Perspectives on Computer Mediated Communication." Beyond Words 8, no. 1 (2020): 24–35. http://dx.doi.org/10.33508/bw.v8i1.2366.

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This paper aims to explore the role of production and perception constraints in computer mediated communication. I review Lindblom's (1990) theory of phonetic variation and propose a new model of linguistic production in Computer Mediated Communication. Cyber citizens use cyber communication as conceptually oral, medially written. The reason to use chat-mode is that it saves time and space (the principle of least effort); here sound, not spelling, is the first thing to be considered. With respect to production in the proposed model, effort is no longer equated with articulatory movement, but r

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20

Jucks, Regina, and Rainer Bromme. "Perspective Taking in Computer-Mediated Instructional Communication." Journal of Media Psychology 23, no. 4 (2011): 192–99. http://dx.doi.org/10.1027/1864-1105/a000056.

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This article examines which features of computer-mediated communication make perspective taking more demanding in online instructional settings compared with face-to-face situations. The first part presents the theoretical basis: It uses research on expertise to gain insights into the instructor’s perspective, and research from psycholinguistics and research on writing to describe the cognitive demands of communicating expert knowledge to nonexperts. The second part reports empirical results from online health counseling. This reveals that the persistence of artifacts makes the expert perspect

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21

Terejko, Przemysław. "Changing Conventions of Computer-Mediated Communication." Acta Humana 6 (June 14, 2016): 53. http://dx.doi.org/10.17951/ah.2015.6.53.

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22

김형선. "Epistemic Modality in Computer-Mediated Communication." Journal of Studies in Language 27, no. 1 (2011): 71–97. http://dx.doi.org/10.18627/jslg.27.1.201105.71.

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23

Manganari, Emmanouela E. "Emoji Use in Computer-Mediated Communication." International Technology Management Review 10, no. 1 (2021): 1. http://dx.doi.org/10.2991/itmr.k.210105.001.

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24

Pervukhina, Svetlana, and Mikhail Churikov. "Computer-mediated communication in DIY discourse." E3S Web of Conferences 273 (2021): 12155. http://dx.doi.org/10.1051/e3sconf/202127312155.

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Do-It-Yourself discourse (DIY discourse) is communication aimed at teaching laymen to do professional processes and exchanging experiences in professional spheres. It is a very called-for tool for non-vocational training. DIY discourse comprises non-verbal, verbal, and polycode texts. In this research we analyzed general characteristics of DIY discourse. On the first stage of our research we selected articles from www.wikihow.com that teach the lay audience how to do different things. On the second stage of the research we analyzed genres that occur in the computer-mediated environment and pol

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25

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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26

González-Lloret, Marta. "Conversation Analysis of Computer-Mediated Communication." CALICO Journal 28, no. 2 (2011): 308–25. http://dx.doi.org/10.11139/cj.28.2.308-325.

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27

Androutsopoulos, Jannis. "Introduction: Sociolinguistics and computer-mediated communication." Journal of Sociolinguistics 10, no. 4 (2006): 419–38. http://dx.doi.org/10.1111/j.1467-9841.2006.00286.x.

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28

Georgakopoulou, Alexandra. "Postscript: Computer-mediated communication in sociolinguistics." Journal of Sociolinguistics 10, no. 4 (2006): 548–57. http://dx.doi.org/10.1111/j.1467-9841.2006.00292.x.

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29

Sovignon, Sandra J., and Waltraud Roithmeier. "Computer-mediated Communication: Texts and Strategies." CALICO Journal 21, no. 2 (2013): 265–90. http://dx.doi.org/10.1558/cj.v21i2.265-290.

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30

Paniaras, Ioannis. "Virtual identities in computer mediated communication." ACM SIGGROUP Bulletin 18, no. 2 (1997): 33–37. http://dx.doi.org/10.1145/265665.265676.

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31

Morgan, Stephanie J., and Gillian Symon. "Computer-Mediated Communication and Remote Management." Social Science Computer Review 20, no. 3 (2002): 302–11. http://dx.doi.org/10.1177/089443930202000307.

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32

Pissarra, João, and Jorge C. Jesuino. "Idea generation through computer‐mediated communication." Journal of Managerial Psychology 20, no. 3/4 (2005): 275–91. http://dx.doi.org/10.1108/02683940510589055.

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PurposeBrainstorming is a well‐known group process for generating new ideas and stimulating creativity. Important as well as robust findings have been achieved in determining which factors contribute most to facilitating or hindering the group's ideas productivity. Research aimed at comparing face‐to‐face (FTF) with computer‐mediated communication (CMC) led to the conclusion that this latter shared with the nominal group technique the advantages of avoiding either the blocking effect or the identification of the source. More recently, attention has turned to the possible effects of group suppo

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33

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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34

Monberg, John. "Trajectories of computer‐mediated communication research." Southern Communication Journal 70, no. 3 (2005): 181–86. http://dx.doi.org/10.1080/10417940509373325.

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35

Barnes, Sue, and Leonore M. Greller. "Computer‐mediated communication in the organization." Communication Education 43, no. 2 (1994): 129–42. http://dx.doi.org/10.1080/03634529409378970.

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36

Gregor, S. D., and E. F. Cuskelly. "Computer mediated communication in distance education." Journal of Computer Assisted Learning 10, no. 3 (1994): 168–81. http://dx.doi.org/10.1111/j.1365-2729.1994.tb00293.x.

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37

WALTHER, JOSEPH B., and JUDEE K. BURGOON. "Relational Communication in Computer-Mediated Interaction." Human Communication Research 19, no. 1 (1992): 50–88. http://dx.doi.org/10.1111/j.1468-2958.1992.tb00295.x.

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38

Smith, William E. "Computer-Mediated Communication: An Experimental Study." Journalism Educator 48, no. 4 (1993): 27–33. http://dx.doi.org/10.1177/107769589304800404.

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39

Webb, Patricia R. "Cybersociety: Computer-mediated communication and community." Computers and Composition 13, no. 1 (1996): 109–16. http://dx.doi.org/10.1016/s8755-4615(96)90039-0.

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40

Taylor, Alan M. "Meta-Analysis and Computer-Mediated Communication." Psychological Reports 118, no. 2 (2016): 466–70. http://dx.doi.org/10.1177/0033294116639182.

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Because of the use of human participants and differing contextual variables, research in second language acquisition often produces conflicting results, leaving practitioners confused and unsure of the effectiveness of specific treatments. This article provides insight into a recent seminal meta-analysis on the effectiveness of computer-mediated communication, providing further statistical evidence of the importance of its results. The significance of the study is examined by looking at the p values included in the references, to demonstrate how results can easily be misconstrued by practition

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41

Barile, Ami L., and Francis T. Durso. "Computer-mediated communication in collaborative writing." Computers in Human Behavior 18, no. 2 (2002): 173–90. http://dx.doi.org/10.1016/s0747-5632(01)00040-1.

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42

Markey, P. M. "Bystander intervention in computer-mediated communication." Computers in Human Behavior 16, no. 2 (2000): 183–88. http://dx.doi.org/10.1016/s0747-5632(99)00056-4.

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43

Ziegler, Nicole. "SYNCHRONOUS COMPUTER-MEDIATED COMMUNICATION AND INTERACTION." Studies in Second Language Acquisition 38, no. 3 (2015): 553–86. http://dx.doi.org/10.1017/s027226311500025x.

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The current study reports on a meta-analysis of the relative effectiveness of interaction in synchronous computer-mediated communication (SCMC) and face-to-face (FTF) contexts. The primary studies included in the analysis were journal articles and dissertations completed between 1990 and 2012 (k = 14). Results demonstrate that interaction in SCMC and FTF had a significant impact on second language (L2) development, providing further support for previous research demonstrating the efficacy of interaction in both communication modes (e.g., Mackey & Goo, 2007; Pellettieri, 2000; Smith, 2004,

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44

Blocher, J. Michael, and Chih Hsiung Tu. "Bridging the computer mediated communication gap." International Journal of Continuing Engineering Education and Life-Long Learning 17, no. 2/3 (2007): 138. http://dx.doi.org/10.1504/ijceell.2007.013660.

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45

Wilson, E. Vance. "Student characteristics and computer-mediated communication." Computers & Education 34, no. 2 (2000): 67–76. http://dx.doi.org/10.1016/s0360-1315(99)00041-x.

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46

Siegel, Jane, Vitaly Dubrovsky, Sara Kiesler, and Timothy W. McGuire. "Group processes in computer-mediated communication." Organizational Behavior and Human Decision Processes 37, no. 2 (1986): 157–87. http://dx.doi.org/10.1016/0749-5978(86)90050-6.

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47

Gay, Geri. "Editor's Introduction: Computer-Mediated Visual Communication." Journal of Computer-Mediated Communication 5, no. 4 (2006): 0. http://dx.doi.org/10.1111/j.1083-6101.2000.tb00352.x.

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48

AOKI, Kenichi, Shoji YAMAGUCHI, Renho MURAI, Ryotaro YAMAMOTO, and Yusuke TAKAURA. "Self-disclosure in computer-mediated communication." Proceedings of the Annual Convention of the Japanese Psychological Association 75 (September 15, 2011): 2AM027. http://dx.doi.org/10.4992/pacjpa.75.0_2am027.

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49

Hine, Michael J., Steven A. Murphy, and Vinita Ambwani. "Emotional Contagion in Computer Mediated Communication." International Journal of Knowledge, Culture, and Change Management: Annual Review 10, no. 6 (2010): 149–64. http://dx.doi.org/10.18848/1447-9524/cgp/v10i06/49987.

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50

McNeil, Levi. "Integrating computer-mediated communication strategy instruction." Computer Assisted Language Learning 29, no. 2 (2014): 242–61. http://dx.doi.org/10.1080/09588221.2014.935439.

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