Although a substantial body of research exists on gender differences in Computer Mediated Communication, relatively little empirical attention has been directed toward the special case of CMC - Instant Messenger (IM) and the area of self-disclosure. This study analyzes gender differences and relationships in self-disclosure in the away message of MSN of 329 male and female Taiwanese university students. Applying the five subscales of self-disclosure by Wheeless and Grotz (Wheeless, 1978; Wheeless & Grotz, 1976) and the six topic areas of self-disclosure by Jourard and Lasakow (1958) revealed the following results: Findings show that males and females often do not show the gender differences anymore, which were previously found in face-to-face communication on certain aspects of self-disclosure e.g. frequency, depth, breadth, honesty or accuracy and valence of self-disclosure. However, findings pointing out the different motives and the use of self-disclosure on IM are similar to face-to-face communication, such as females prefer discussing their “personality” while male MSN users prefer “work or studies” especially the more buddies they have. Also males disclose with awareness and intention suggesting the make use of selective self-presentation (Walther, 1996) for rather males than females. Female MSN users write more impulsively in their away message, however they are found to be more selective than males in to whom they chose to disclose or not by blocking buddies. The number of buddies on the buddy list seems to have hardly any effect on males’ and females’ self-disclosure. The gender of buddies on the buddy list as a moderating factor showed that males feel more comfortable (honest and less understated) when disclosing to females. Extra findings include that for both gender self-disclosures on IM is not less honest and not exaggerated, rather understated. Previous findings in face-to-face communication on preferred topics of self-disclosure of both genders of Asian background were confirmed on IM. On IM, self-disclosure by males and females seem to be free of the importance of the degree of social distance within Chinese society as hardly any primary groups and secondary groups but almost only mixed groups of buddies on buddy lists were found.

Esta pesquisa tem como objetivo a descrição e a análise do funcionamento de debates veiculados pela rede mundial de computadores. O corpus compreende três discussões coletadas na internet que abrangem gêneros discursivos distintos (a lista de discussão, o chat com convidados e o fórum eletrônico), desenvolvidas por dois provedores de grande circulação nacional: América on-line (AOL) e Universo on-line (UOL). O foco da pesquisa se concentra na observação de como interagem os internautas e quais estratégias utilizam no momento em que debatem um tópico específico, também na descrição dos três gêneros digitais selecionados. Dentro desse universo, pouco sabemos sobre o funcionamento do ato argumentativo - peça essencial no mundo da comunicação. Uma vez que a interação se processa através de um canal eletrônico e os falantes não estão diretamente em contato, o jogo argumentativo assume características específicas. Por apresentar uma condição de produção peculiar, o discurso no meio virtual prescinde, muitas vezes, de elementos não-lingüísticos - tão essenciais para influir sobre o outro, dar mais emotividade aos enunciados, para convencer e persuadir, etc. Como todo processo interacional não pode ser apartado de seu contexto específico de produção, este trabalho também investiga a rede digital, para conhecer essa mediadora dos processos de comunicação e conseqüente \"fundadora\" de diversos gêneros discursivos, os chamados gêneros digitais. / This investigation aims to describing and analysing how debates carried out by means of the worldwide computer web operate. The corpus encompasses three discussions collected at the Internet, covering different discursive genres (the discussion list, the chat with invited guests and the electronic forum), developed by two large providers used in Brazil, i.e. America On-line (AOL) and Universo On-line (UOL). Besides focusing on the description of the three digital genres selected, the research is centered on the observation of how internet users interact and which strategies are employed by them while debating a specific topic. Within this universe, little do we know of how the argumentative act - essential in the realm of communication - operates. Since interaction is processed via an electronic channel, and speakers are not actually in contact, the argumentative game takes up specific characteristics. Because it presents peculiar production conditions, the speech within the virtual media often requires non-linguistic elements - rather essential in utterances whose functions might be to influence others, show emotion, convince, persuade, etc As is the case in every interactional process, the ones described here cannot be parted from their specific production contexts, thus, this research\'s investigation of the digital network, in order to be familiar with this mediator of communication processes and consequent \"founder\" of several discursive genres - called digital genres.

Esta pesquisa tem como objetivo a descrição e a análise do funcionamento de debates veiculados pela rede mundial de computadores. O corpus compreende três discussões coletadas na internet que abrangem gêneros discursivos distintos (a lista de discussão, o chat com convidados e o fórum eletrônico), desenvolvidas por dois provedores de grande circulação nacional: América on-line (AOL) e Universo on-line (UOL). O foco da pesquisa se concentra na observação de como interagem os internautas e quais estratégias utilizam no momento em que debatem um tópico específico, também na descrição dos três gêneros digitais selecionados. Dentro desse universo, pouco sabemos sobre o funcionamento do ato argumentativo - peça essencial no mundo da comunicação. Uma vez que a interação se processa através de um canal eletrônico e os falantes não estão diretamente em contato, o jogo argumentativo assume características específicas. Por apresentar uma condição de produção peculiar, o discurso no meio virtual prescinde, muitas vezes, de elementos não-lingüísticos - tão essenciais para influir sobre o outro, dar mais emotividade aos enunciados, para convencer e persuadir, etc. Como todo processo interacional não pode ser apartado de seu contexto específico de produção, este trabalho também investiga a rede digital, para conhecer essa mediadora dos processos de comunicação e conseqüente \"fundadora\" de diversos gêneros discursivos, os chamados gêneros digitais. / This investigation aims to describing and analysing how debates carried out by means of the worldwide computer web operate. The corpus encompasses three discussions collected at the Internet, covering different discursive genres (the discussion list, the chat with invited guests and the electronic forum), developed by two large providers used in Brazil, i.e. America On-line (AOL) and Universo On-line (UOL). Besides focusing on the description of the three digital genres selected, the research is centered on the observation of how internet users interact and which strategies are employed by them while debating a specific topic. Within this universe, little do we know of how the argumentative act - essential in the realm of communication - operates. Since interaction is processed via an electronic channel, and speakers are not actually in contact, the argumentative game takes up specific characteristics. Because it presents peculiar production conditions, the speech within the virtual media often requires non-linguistic elements - rather essential in utterances whose functions might be to influence others, show emotion, convince, persuade, etc As is the case in every interactional process, the ones described here cannot be parted from their specific production contexts, thus, this research\'s investigation of the digital network, in order to be familiar with this mediator of communication processes and consequent \"founder\" of several discursive genres - called digital genres.

Context: In recent years, more and more people have started showing an increasing interest in distance or web-based education. Some of the reasons for this are the improvement in information and communication technology, as well as advancement in computer networking infrastructures. However, although computer technology has played an important role for the development of distance learning management systems, the underlying goal of such systems is the delivery of competitive and qualitative education via the distance learning environment. There have been a number of research studies and investigations in the field of Computer supported collaborative learning. This particular study is focused on the challenges associated with task execution in a distance learning environment as perceived by graduate students at a university. Objectives: The main focus or rationale behind this study is to investigate the importance of computer mediated communication tools in a virtual learning environment, as well as the problems facing the teachers or facilitators in their attempt to help learners (students) in the process of task execution, and towards achieving the learning goals in a web-based learning system. Methods: The author has adopted a qualitative case study approach. Questionnaires were sent out to some of the graduate students of BTH that participated in the online course under investigation, “Work integrated e-learning”, and some of these students were interviewed as well. Interviews were also conducted with two professors of Informatics and active researchers in distributed or e-learning in a University in Sweden that has had many years of experience in providing distance learning education. The empirical material was then analyzed, using cultural historical activity theory (CHAT) as a theoretical framework Results: The results indicate that more communication and collaborative interaction is needed in the context of the studied e-learning management system. The students expected the provision of more video communication through the learning platform. Furthermore, the results show that the learning in the studied web-based environment is centered on the students.  Conclusions: The author concludes that in order to diminish the gap that exists between face-to-face learning/teaching and an e-learning environment, there is a need for the designers and facilitators of the e-learning management system to make this platform more interactive. Additionally, the author concludes that the concept of Open start free pace (OSFP) or strict deadlines may need to be introduced into distance learning education in order to solve the challenges facing the teachers and facilitators.

I rapporten undersöks problemställningen ”Hur kan teorin om Gemensam grund och specifikt ”gemensamt avslut” bidra till en ökad förståelse för betydelsen av social interaktion i flexibel undervisning via datorförmedlad kommunikation?” i en fallstudie med fokus på videokonferenssystem vilka används i lärandemiljöer. Resultaten som framkom tydliggjorde att då ett sociotekniskt glapp uppstår tvingas studenterna att skapa alternativa strategier för att kunna uppnå just det här gemensamma avslutet. Därmed uppvisar också resultaten att drivkraften att uppnå gemensamt avslut inte endast är stark vid kommunikation som sker ansikte mot ansikte utan även vid datorförmedlad kommunikation. Fallstudiens resultat kan därmed ses som ett bidrag till grundforskningen i det att betydelsen av att uppnå gemensamt avslut vid datorförmedlad kommunikation uppvisas, vilket också förstärker betydelsen av Clarks (1996) teori om gemensam grund. Vidare har resultaten från fallstudien också använts för tillämpad forskning då designkonsekvenser tagits fram vilka beskriver hur videokonferenssystem i lärandemiljöer bör utformas för att studenter lättare ska kunna uppnå gemensamt avslut via systemen. Med hjälp av dessa designkonsekvenser kan det sociotekniska glappet reduceras och därigenom skapa ett framgångsrikt lärande för studenter vilka studerar via flexibelt lärande.

Aim – The paper at hand has three aims which are based on the recent adjustments made to the Swedish curriculum which take effect in summer 2018 and stipulate the implementation of digital competence in all subjects. Firstly, the study examines the effect of ICT and digital media/ aids on the WTC and motivation of second language learners. Secondly, a look is taken at how ICT and digital media/ aids are implemented in teaching today and thirdly, the challenges teachers face by the diverse interpretation and definition of the term digital competence and its realization in the classroom are investigated. Design/methodology/approach – The study is a literature review in which recent literature and research papers in the field of ICT in teaching with focus on second language teaching and learning were examined. Findings – According to the results, the author found that the use of ICT and digital media/ aids have a positive effect on the WTC and motivation of second language learners when used appropriately. The challenges teachers face in this respect is a lack of methods and strategies as well as technical support that are needed to successfully implement ICT in their lessons. Especially the lack of technical support is viewed as a time consuming one as it requires teachers to have a back-up-plan which in effect means more lesson planning on their part. Additionally and in regard to the implementation of digital competences in all subjects, teachers are faced with new challenges which comprise a technical; theoretical and didactical knowledge of the term and its practical realization. Due to the recency of the changes made to the curriculum, the investigation of the challenges that present themselves to the teachers open up for new research that can be made in this field.

本研究以台大批踢踢實業坊（PTT）政治類看板為例，企圖評估電子布告欄（BBS）系統是否為承載政治意見的理想論域。 在文獻探討的過程中可知，「政治參與」對於民主發展至為重要，而其中透過網際網路進行的政治意見表達，在數位時代來臨後的重要性與日俱增。因此本研究以哈伯瑪斯的公共領域與溝通行動理論為核心，建立「理想意見論域」的三項標準：開放性、公共性、理性。並據此三項標準，對研究場域PTT政治類看板進行評估。 本研究以量化的內容分析法為主，輔以直接觀察，對研究場域及其中政治意見的性質，進行客觀的描述與分析。研究結果發現，PTT政治類看板進入和參與的門檻低、互動熱絡頻繁、討論規範也並未限制理性發言空間，在「開放性」上表現佳；至於「公共性」的部分，在討論規範與看板管理者的約束下，討論的議題多能與公共事務相關；然而在「理性」面向上，論證嚴謹程度普遍不足，亦僅有半數的發言能完全保持冷靜平和。 另外，在把政治意見的各項性質進行交叉分析後，可歸納出「理想網路論域」中的「理想政治意見」，應該具有的條件包括：沒有明顯的政黨傾向、篇幅充實、切合討論主題、以事實陳述輔助個人意見、不純粹批評而是褒貶參半或持平而論、情緒冷靜平和、論證深入而嚴謹等。

有鑒於英文寫作能力日趨重要，英文寫作的教學也愈來愈受到重視。然而在高職英文寫作教學方面來看，其成效卻往往不彰。基於這個原因，研究者運用透過電子郵件之「過程寫作」教學法，期能對高職學生在英文寫作能力的提升上有所裨益。 本研究以北縣某高職綜高學術學程部五十八位二年級學生為研究對象，研究者教導實驗組學生運用「過程寫作」的策略，配合在電子郵件的環境下加強英文寫作的能力；控制組學生則僅接受「過程寫作」策略之教學。實驗前，對實驗組及控制組學生施予前測來檢視學生英文寫作能力之起點行為；實驗後，對實驗組及控制組學生施予後測來檢視學生英文寫作能力之進步情形。實驗終了，再以一問卷來探討實驗組學生對實驗之態度及其自評成效。 研究結果如下： 一、 透過電子郵件之「過程寫作」教學法對學生英文寫作能力確有助 益。實驗組後測成績高於控制組；再者，實驗組在其前後測比較 下，整體寫作能力有顯著之進步。 二、 在電子郵件的環境下運用「過程寫作」的策略幫助學生在作文中之 內容、組織、文法、用字體例方面有所助益。實驗組與控制組之進 步情形雖無顯著差異，實驗組進步情形仍大於控制組。 三、 實驗組學生對透過電子郵件之「過程寫作」教學法，持正面的態 度。 四、 實驗組學生認為在接受透過電子郵件之「過程寫作」教學法之後， 自己的英文寫作能力進步了。 最後，研究者根據上述研究結果，對高職英文作文教學提出建言，作為未來從事英文寫作教學之教師及研究人員參考。 / Owing to the importance of English writing ability on various purposes, teaching writing has received more and more attention nowadays. However, the traditional teaching and then learning process does not work on vocational high school students. This failure inspires the researcher to resort to alternative methods to upgrade his students' English writing ability. The present study was intended to prove that the instruction of process writing via E-mail is effective in enhancing students' English writing ability. Fifty-eight second-year students from two intact classes of Academic Oriented Course in a comprehensive high school in Taipei County participated in this study. The experimental group was taught to apply the strategies of process approach in an E-mail environment at every stage during the experiment while the control group was instructed in process writing strategies solely. Before the experiment, the pretest was used to indicate the starting points of students' writing proficiency. After the experiment, the posttest was administered to examine the effectiveness of process writing via E-mail. In addition, a response questionnaire was given to the experimental group to probe students' attitudes and their self-evaluation of the experiment. The results were as follows. First, the instruction of process writing via E-mail enhanced students' overall English writing ability. The experimental group outperformed the control group in total scores of the posttest. In addition, concerning the total scores between pretest and posttest, the experimental group made a significant progress. Second, the experimental group outperformed the control group in content, organization, grammar, diction, and mechanics after the experiment although the results showed no significant difference. Still, the experimental group made more progress in all five subskills than the control group did. Third, the majority of students in the experimental group responded positively to the instruction of process writing via E-mail. Last, most students in the experimental group considered they made a progress in their English writing ability after the experiment of process writing via E-mail. The present study concluded the effects of process writing via E-mail. Based on the results, the researcher provided writing teachers and educators with constructive suggestions for conducting a writing class or further studies.

The main goal of this thesis is to find and describe the evidence of bilingual communication of English language among Czech users of the social network Facebook. A qualitative method of both text document and semi-structured interviews with six active users was used to describe the type of bilingualism which occurs in the social media environment, in what situations and what is the user's motivation behind it. Therefore the main theoretical approaches I focus on are bilingualism and its place in the Czech Republic and the role of the English language in this socio-culture context. Furthermore I study the communication in an online environment: what are the specifications and what role does the CMC (computer-mediated-communication) play in relationship of the language and the user. Finally, I search for previous studies in the field of online bilingualism, social media preferably. The results show not only the Czech users are well situated within the discourse of English as (online) lingua franca, moreover they seem to be very active in self-imposed code-switching into the English language. The data acquired through the interviews helped to identify bilingualism occurs on both levels of code-switching and code-mixing. Additionally, Anglicism's in the Czech language were reported widely.

Cette recherche a pour objet un dispositif de télécollaboration asymétrique qui met en relation des apprentis tuteurs de FLE avec des apprenants distants. Notre objectif est d’examiner le parcours de l’apprenant à travers ses activités et ses échanges avec les tuteurs. La communication entre les deux groupes est exclusivement médiatisée par ordinateur à travers une plateforme d’apprentissage en mode asynchrone (forums) et quasi-synchrone (clavardage). La recherche est focalisée sur les apprenants et elle cherche à voir si leurs échanges en ligne avec les tuteurs se révèlent potentiellement acquisitionnels au plan de l’interaction verbale et de la réflexion sur la langue.La recherche s’inscrit dans le domaine des sciences du langage et plus particulièrement de la didactique des langues, dans la lignée des recherches en apprentissage des langues assisté par ordinateur (ALAO, CALL en anglais). Ayant comme objectif de mieux comprendre le vécu et l’activité des apprenants, de manière holistique, nous faisons appel à d’autres champs d’études, à savoir les sciences de l’éducation, les sciences de l’information et de la communication, les technologies éducatives et la psychologie des apprentissages. Ainsi, notre cadre conceptuel est transdisciplinaire.Nos analyses reposent sur deux axes. Le premier a pour but d’examiner la dimension communicationnelle des échanges en ligne à travers les tâches proposées aux apprenants par les tuteurs. Le second vise à étudier les pratiques « méta » des apprenants, issues du feedback correctif que les tuteurs donnent aux apprenants dans le cadre de leurs tâches. Nous avons recueilli plusieurs types de données et pour répondre à nos questions de recherche, nous recourons à leur triangulation. Nous avons adopté une démarche descriptive et notre analyse est qualitative et empirico-inductive. Nous avons aussi fait appel à l’approche systémique qui nous permet d’étudier l’ensemble des éléments de notre système, interreliés de telle manière que tout changement d’un paramètre a un effet sur les autres.Cette étude a deux visées : herméneutique et praxéologique. D’une part, nous cherchons à étudier et à comprendre l’activité d’apprentissage à travers les technologies tout en prenant en compte les relations qui existent entre le contexte et le sens que l’apprenant accorde à l’apprentissage dans ce même contexte. D’autre part, la recherche propose quelques pistes pédagogiques, interactionnelles et ingénieriques fondées sur les échanges observés ; l’objectif est d’améliorer les pratiques d’apprentissage à partir de la télécollaboration asymétrique étudiée grâce à la modélisation de certains paramètres. / This research looks into an asymmetric telecollaborative exchange, where tutor trainees of French as a foreign language communicate with distance learners. Our work examines students’ paths through their learning activities and exchanges with the tutors. Communication between the two groups is exclusively mediated by computer, via a learning platform in asynchronous and quasi-synchronous mode (forums and chats respectively). The research focuses on learners and aims at studying whether online exchanges with tutors prove to be potentially acquisitional in terms of verbal interaction and reflection on language.The research focuses on language sciences and in particular on applied linguistics in line with research on computer assisted language learning (CALL). With a view to better understanding learners’ experience and activity, in a holistic approach, we also refer to other fields of study, such as educational sciences, information and communication sciences, educational technologies and psychology of learning. Thus, our conceptual framework is transdisciplinary.Our analysis consists of two phases. Firstly, we examine the communicative dimension of online exchanges through tasks designed for the learners by the tutors. Secondly, we study learners’ “meta” practices, coming from the tutors’ corrective feedback on their tasks. We collected several types of data and, in order to answer to our research questions, we used data triangulation. We used a descriptive approach and our analysis is qualitative and empirico-inductive. We also used a systemic approach, which allows us to examine all of the elements of our system. These elements are interrelated in such a way that any change of one parameter has an effect on the others.This study has two goals: hermeneutics and praxeological. On the one hand, we intend to study and understand learning activity through technology, while taking into account the relationship between the context and the meaning that the learner gives to learning within this context. On the other hand, our research suggests some pedagogical leads based on the exchanges we studied; our aim is to improve learning practices from asymmetric telecollaboration observed by modelling certain parameters.