In recent years, social networking sites have become a prevailing communication technology in the evolution of the digital era for today’s Internet users (Ipsos Insight 2007). As more and more marketers attempt to harness the power of electronic word-of-mouth (eWOM) in social networking sites (Williamson 2006), rigorous investigation of determinants that lead to consumers’ engagement in eWOM via the social networks is becoming critical. A central question to answer is what factors influence eWOM behavior in social networking sites and what are the underlying processes of eWOM communications in this new social medium. This study focuses on five social relationship variables: social capital, tie strength, homophily, trust, and consumer susceptibility to interpersonal influence that are all related to eWOM behavior in social networking sites. An online survey with a sample drawn from a large southwestern university was conducted to examine predictors of eWOM in social networking sites. Results from a series of multiple regression analyses indicate that certain social relationship variables are significant predictors that relate to social networking site users’ eWOM behavior. Out of the five relationship variables, social capital, homophily, trust, and interpersonal influence were found to significantly relate to users’ engagement in eWOM communications, whereas no effect was found with regard to tie strength. My dissertation research provides a theoretical understanding of consumers’ use of social networking sites as a vehicle for eWOM and contributes to the literature on computer-mediated communication with specific emphasis on online social media. Managerially, findings from this research could provide marketers with valuable information to establish their long-term relationships with consumers and use beneficial eWOM to promote selected brands. In conclusion, examining social relationships in social networking sites could contribute to our understanding of the determinants of consumer engagement in eWOM, which in turn influences the extent and pattern of eWOM and enables companies to deliberate their product diffusion strategies. / text

Scholars have examined a variety of dimensions and models of interactivity in an attempt to articulate a comprehensive definition. Outcome Interactivity Theory (OIT) considers interactivity to be the result of a communication event involving the successful integration of three predictive dimensions: the presence of actual interactive technological features, the presence of similarly reactive content elements, and relevant user experiences that empower the user to employ these interactive elements within the communication event toward a desirable outcome. This dissertation accomplishes three major objectives: clarify the literature relating to the interactivity construct; introduce Outcome Interactivity Theory as a new theory-based conceptualization of the interactivity construct; and test Outcome Interactivity Theory using a pre-test post-test control group full experimental design. The study tests the impact of interactivity on knowledge acquisition and satisfaction student learning outcomes. In addition, the OIT model itself is tested to measure the effect of interactivity on knowledge acquisition and satisfaction. Finally, this study presents a new set of highly reliable interactivity measurement scales to quantify the influence of specific individual dimensions and elements on interactivity as defined by the OIT model. Results are described, and limitations and practical implications are discussed.

本文為「現象學操作」在電腦中介傳播上的範例。

Previous research has demonstrated that men and women employ different speech styles that result in an uneven power dynamic. To better understand the increasingly common interactions that take place using video-mediated communication, such as Skype and Google Hangout, the present research examines these gendered patterns in video-mediated communication (VMC). Mixed-gender dyads will be formed and ask to complete a desert survival task via VMC or in person while software analyzes their use of aggressive positive, and tentative language, as well as measuring speaking time for each party. Interpersonal perception and the use of intrusive interruptions and will also be examined. Drawing from research in Social Information Processing Theory, it is expected that users compensate for the difficulties of a communication medium in order to achieve a normal interaction. As such, men are anticipated to use more intrusive interruptions, aggressive language, and speak more than women, regardless of condition. Women are anticipated to use more positive and tentative language in both VMC and face-to-face conditions. Dominant language is also expected to mediate the relationship between gender and perceived dominance. Future research should examine the effect of race in these interactions, as well as how this dynamic effects gender non-conforming persons.

The present study investigates the use of hedging devices in the readers’ comment section of the newspaper The Guardian Online. Two comment sections were chosen for the contrastive study: ‘Politics’ in the subsection ‘Comment is free’ and the series ‘Problem solved’ in the subsection ‘Life and style’. The corpus-based analysis of the frequency of hedges has revealed that the incidence of hedging devices in comments on personal issues is higher (by 19.2%) than on political articles. Three of the most frequently occurring hedging devices, namely, might, SEEM and I (don’t) think underwent further contextual analysis: the utterances containing these items were classified according to their illocutionary force, applying Bach’s (2003) classification of illocutionary acts. The most commonly hedged speech act types, characteristic of each section, were revealed.  Subsequently, an attempt was made to account for these findings from the perspective of ‘face’ and ‘facework’ as represented by Brown and Levinson (1987), Lim and Bowers (1991), MacGeorge, Lichtman and Pressey (2002), Ting-Toomey and Kurogi (1998). Since hedging is considered to be an effective strategy in minimizing ‘threats’ to the face of the addressee, it has  been possible to conclude that in discussions of personal issues participants are more concerned to ‘save’ the addressee’s face than in the case of political matters where the comment writers’ ‘self-face seems to be in the forefront.

Hong Kong is widely known as a bilingual city. In addition to the locally spoken Cantonese, the vast majority of Hong Kong Chinese people are also able to speak English, the ex-colonial and the international language which has played an important role in the community since the colony was founded. This linguistic situation has given rise to a local variety of English. Recognising the distinct form and function of this variety, scholars (e.g. Bolton 2002, Joseph 2004: 132-161) have argued that the linguistic features in the English spoken by Hong Kong people should be identified as Hong Kong English (HKE). Observing that certain Hong Kong English features specific to computer-mediated communication (CMC) have been developed through communication among bilingual Hong Kong Chinese on the internet, I believe that Hong Kong English in CMC should be seen as a distinct variety. To support my argument, I have, in this thesis, re-examined the notion of linguistic variety. This in turn has required an investigation into the nature of the linguistic norms that define a 'systematically different' form of language. I begin my study by looking at the sociolinguistics of Hong Kong. The distribution of the three main languages – Cantonese, English, and Putonghua – is examined, and Cantonese-English code-mixing is discussed. The focus then turns to the notion of Hong Kong English, and its linguistic features are analysed. Then, the nature of computer-mediated communication is explored. I look at how this context has affected the use of language in general, and HKE specifically. The distinctive HKE features that can only be seen in CMC are examined. I show that Hong Kong English in computer-mediated communication (CHKE) is formally different from HKE in other written contexts. In order to argue that CHKE is a variety of its own, I look at how various scholars define 'variety' and similar notions such as 'language', 'dialect', 'sociolect', and 'register'. Seeing that the concept of norms is essential in determining whether a variety is 'systematically different', I explore the nature of social norms and linguistic norms. A model of norms is proposed, identifying three kinds of linguistic norms: formal norms, contextual norms and identity norms. I present the results of a survey I conducted that aims to elicit Hong Kong people‘s attitudes towards CHKE. Analysis of the data obtained from the survey shows that linguistic norms of CHKE have emerged. Not only is CHKE recognised by its users as a distinct variety, this variety also has an identity marking function that is not seen in other forms of written HKE.

Although research findings to date have documented that computer-mediated communication (CMC) gets students involved, a substantial gap remained in determining the impact of CMC on academic and social integration of community college students. Because computer technology, specifically CMC, has proliferated within teaching and learning in higher education and because of the importance of academic and social integration, this study was significant in documenting through quantitative data analysis the impact that CMC had on the academic and social integration of community college students. The following research question was addressed: Does computer-mediated communication have an impact on the academic and social integration of community college students as measured by the CCSEQ? The study hypothesized that data analysis will show that there will be no difference in the integrations reported by the control and experimental groups. The overall approach was to conduct a pretest-posttest control-group experimental study using CMC as the experimental treatment. The Community College Student Experiences Questionnaire (CCSEQ) was given to collect data that were used to measure the academic and social integration of the control and experimental groups. After an in-depth analysis of data using descriptive statistics, factor analysis, and ANCOVA, the finding of this study was that there is no statistically significant difference between the control and experimental groups on their academic and social integrations as measured by the CCSEQ. In other words, CMC did not have a positive or negative impact on the integrations of community college students. This study examined for the first time the impact that CMC had on the integrations of community college students and provided an experimental methodology that future researchers might replicate or modify to further explore this topic. Because CMC will continue to increase as technology becomes more available and accessible to faculty and students and because of the importance of academic and social integration, further study on this relationship is vital to higher education research.

This thesis is a literature review that reports on the use of social media for language learning and teaching. I argue that the use of one’s first language as well as their second language (L2) on social media is a useful technique while learning L2 because code-switching can play a vital role in communication among users. I also argue that social media-based participation in Communities of Practice (CoPs) can provide learning opportunities for language learners. In the course of my argument, I examine a wide range of studies relating to social media, second language acquisition, sociolinguistics and applied linguistics, and I discuss the benefits and risks of the use of social media in language learning. After amalgamating the key points from the literature, I propose a curricular framework for language classrooms which serves as a scaffolding activity for the use of social media for participating in L2 CoPs through objective analysis of linguistic resources. / Graduate / 0290 / 0279

Globalization and fast developing technology are allowing organizations to spread their operations across the world. While this is often cost effective and increases companies’ competitiveness, a new challenge for leadership has arisen as people and teams are becoming geographically dispersed. Leaders and followers are relying more heavily on computer-mediated communication instead of traditional face-to-face interaction. The aim of this thesis is to gain a deeper understanding of leadership in geographically dispersed teams. As communication is occurring primarily through virtual channels, the purpose is to study the effect this phenomenon has on the leader’s role and how followers experience virtual leadership. This thesis also outlines the impact of leadership in virtual teams; how to create and maintain team spirit, how to establish trust, and how to ensure team effectiveness. Additionally, this study examines the main challenges and opportunities  in virtual leadership, what competencies are required for virtual leaders, and how important communication is in the concept of virtual leadership. Data for this study was collected from ten various professionals, including both leaders' and followers', by conducting qualitative semi-structured interviews with each individual. The findings of the empirical research show that there is a relatively optimistic attitude towards virtual leadership. However, there are certainly critical challenges when it comes to relationship building, team cohesion, and communication. There is a significant need for raising awareness of virtual leadership, as it is becoming more the norm than the exception in the modern business world.

This doctoral dissertation describes a research study that examined the effectiveness of an experimental Supplemental Instruction (SI) program that utilized computer-mediated communication (CMC) rather than traditional SI review sessions. During the Spring 1999 semester, six sections of an introductory computer course were offered via the Internet by a suburban community college district in Texas. Using Campbell and Stanley's Nonequivalent Control Group model, the online SI program was randomly assigned to four of the course sections with the two remaining sections serving as the control group. The students hired to lead the online review sessions participated in the traditional SI training programs at their colleges, and received training conducted by the researcher related to their roles as online discussion moderators. Following recommendations from Congos and Schoeps, the internal validity of the groups was confirmed by conducting independent t-tests comparing the students' cumulative credit hours, grade point averages, college entrance test scores, and first exam scores. The study's four null hypotheses were tested using multiple linear regression equations with alpha levels set at .01. Results indicated that the SI participants earned better course grades even though they had acquired fewer academic credits and had, on average, scored lower on their first course exams. Both the control group and the non-SI participants had average course grades of 2.0 on a 4.0 scale. The students who participated in at least one SI session had an average final course grade of 2.5, exceeding their previous grade point average of 2.15. Participation in one SI session using CMC was linked to a one-fourth letter grade improvement in students' final course grades. Although not statistically significant, on the average, SI participants had slightly better course retention, marginally increased course satisfaction, and fewer student-initiated contacts with their instructors.