Thesis (Th. M.)--Western Conservative Baptist Seminary, 1977. / Includes bibliographical references (100-106).

Thesis (M.A.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 70-76). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 93-97). Also available in print.

Thesis (Ph. D.)--Florida State University, 2005. / Advisor: Dr. Frank B. Brooks, Florida State University, College of Education, Dept. of Middle and Secondary Education. Title and description from dissertation home page (viewed Sept. 19, 2005). Document formatted into pages; contains xv, 218 pages. Includes bibliographical references.

Thesis (M.Ed.)--Memorial University of Newfoundland, 2004. / Bibliography: leaves 83-87.

Thesis (M. Ed.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

Thesis (Ph. D.)--University of Washington, 2005. / Vita. Includes bibliographical references (leaves 141-154).

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Diane L. Schallert. Vita. Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 96-102).

Interaction involves people communicating and reacting to each other. This process is key to the study of discourse, but it is not easy to study systematically how interaction takes place in a specific communicative event, or how it is typically performed over a series of repeated communicative events. However, with a written record of the interaction, it becomes possible to study the process in some detail. This thesis investigates interaction through asynchronous written discussion forums in a computer-mediated learning environment. In particular, this study investigates pragmatic aspects of the communicative event which the asynchronous online discussions comprise. The first case study examines response patterns to messages by looking at the content of initial messages and responses, in order to determine the extent to which characteristics of the messages themselves or other situational factors affect the interaction. The second study examines in what ways participants use a range of discourse devices, including formulaic politeness, humour and supportive feedback as community building strategies in the interaction. The third study investigates the role of the subject line of messages in the interaction, for example by examining how participants choose different types of subject lines for different types of messages. The fourth study examines to what extent features serving a deictic function are drawn on in the interaction and then compares the findings to both oral conversation and formal academic discourse. The overall findings show a complex communicative situation shaped by the medium itself, type of activity, the academic discipline and topic of discussion and by the social and cultural aspects of tertiary education in an online learning environment. In addition, the findings may also provide evidence of learning. / The four case studies presented in Language and interaction in online asynchronous communication in university level English courses investigate written discussion forum interaction in a computer-mediated learning environment. These studies deal with different, yet related, aspects of discussion forum communication. Aspects included are the labeling and response patterns of messages, community-building strategies among participants and features of informal conversation and formal academic writing in the messages. Building on discourse analysis combined with content analysis and corpus method, the work systematically examines the linguistic patterns of communication in the discussion forums. The findings show that there are multiple factors at work simultaneously that affect the linguistic choices by the discourse participants. The constraints and opportunities of the communication are not only connected to the fact that it is computer-mediated, but also to the fact that it is written and in a particular academic environment. Knowledge of the choices available and of what factors potentially affect them is useful for anybody involved in research on net-based teaching and learning.