lmmontas's library 13 articles

Abstract

This paper synthesizes the findings of published experimental studies (n = 18) that compared face-to-face (FTF) and computer-mediated communication (CMC). The literature is pulled together by way of ten propositions, each pre sented with the supporting evidence. In general, discussions on CMC take longer, produce more ideas, and have greater equality of participation. There is reduced normative pressure and poorer comprehension of the discussion in CMC. Findings regarding quality of performance, uninhibited behavior, choice shift, attitude change, and evaluation of communication ...

Abstract

Social presence is a critical social factor to be examined in distance education. The existing instrument, developed for non-computer-mediated communication, is unable to measure social presence in an online learning environment. Several studies have investigated social presence but an instrument appropriate for computer-mediated communication must be developed before cogent studies can be conducted. An analysis of the studies on social presence is accomplished leading to the development and validation of an instrument to measure social presence in the computer-mediated communication environment. ...

Abstract

In the blink of an eye, people can easily see emotion in another person's face. This fact leads many to assume that emotion perception is given and proceeds independently of conceptual processes such as language. In this paper we suggest otherwise and offer the hypothesis that language functions as a context in emotion perception. We review a variety of evidence consistent with the language-as-context view and then discuss how a linguistically relative approach to emotion perception allows for intriguing and generative ...

Abstract

This article argues that language teaching would benefit by paying attention to the L2 user rather than concentrating primarily on the native speaker. It suggests ways in which language teaching can apply an L2 user model and exploit the students' L1. Because L2 users differ from monolingual native speakers in their knowledge of their L2s and L1s and in some of their cognitive processes, they should be considered as speakers in their own right, not as approximations to monolingual native speakers. ...

Abstract

Internet chat was investigated as a potential motivating learning tool in the language classroom. The purpose of this research was to examine the interaction of small groups involved in face-to-face discussions and to compare these texts to interaction that occurred in online groups. Observation and data revealed that students were generally motivated to communicate in English using Internet chat. When the groups were compared, it was found that student participation in online chat groups was more ...

Abstract

A field study of computer mediated communication (CMC) as used in higher education asks the questions, "Will students take part in synchronous chat sessions if they are scheduled? " and "What do students and faculty perceive to be the problems and the advantages of synchronous chat sessions?" media mode is the independent variable, characterized by four nominal values derived from the mixture of asynchronous discussion forums, here called asynchronous learning networks (ALN), with various levels of synchronous media use. Data were ...

Abstract

This paper reports the findings of three qualitative studies which were carried out in university level EFL classes in Germany. The three groups used various combinations of communication technologies such as email, web-based message boards, and video conferencing in order to engage in online exchanges with different partner classes in Ireland and the USA. The research was aimed at establishing, firstly, how such virtual intercultural contact can contribute to the development of intercultural communicative competence, and secondly, what skills and knowledge ...

Abstract

For Christopher Brumfit (1940-2006) The teaching of literature can thus be seen as a means of introducing learners to such a serious view of our world, of initiating them in the process of defining themselves through contact with others experience. How it is best done, what the relationship between reading and literature needs to be for the greatest number of people to be led to literature, exactly what books are appropriate at what levels - these are questions for teachers to ...