This Report addresses the importance of intercultural communicative competence among foreign language learners and the use of computer-mediated communication (CMC) technology to achieve this goal in the classroom. CMC technology provides learners a unique opportunity to interact with students of different cultures, a situation that allows for experiential learning to occur and which has been shown to lead to gains in intercultural communicative competence. The work begins with a definition of culture and intercultural communicative competence, followed by a review of general approaches used to facilitate such competence in students, and finally a review of the literature on the positive and negative aspects of using CMC for cross-cultural learning. As the aim of this work is to offer teachers a resource and guidance for implementing intercultural exchanges via the use of CMC tools, the Report concludes with suggestions on best practices for using CMC in the foreign language classroom. / text

Computer-mediated communication (CMC) has been shown to facilitate positive outcomes in language learning environments, including greater motivation, positive attitudes, and increased interactive quantity and quality of language use. This study posits that CMC can serve as an affordance that allows for increased opportunities for deaf students to engage in direct, collaborative learning and meaningful interaction in English that then allows for increased motivation, improved visualizations of the self, attitudes, and self-efficacy in English language learning. Changes in these outcomes due to the intervention of CMC in college English classes designed for the deaf student will be assessed with pre- and post-tests, using hierarchical linear modeling as a statistical methodology to capture class effects. Qualitative analyses will also capture greater levels of complexity in instructor and student experiences with CMC through interviews, observations, and transcript analysis. This report also includes an evaluation plan with an outline of the essential program components, a logic model, and analysis plan based on stakeholder questions. / text

This study seeks to investigate this core research topic: how identity is involved in everyday interactions between Chinese microblogging website users? By understanding identity as an element in the interaction context of discursive practices, the investigation is achieved through the analysis of naturally occurring text-based online data. Conversation Analysis (CA) and Membership Categorization Analysis (MCA) are used to do the analysis. The former will focus on the interaction structure while the latter will be used to make some of the contents in the interactions relevant. This study seeks to make the “orderliness” (Sacks, 1972) and “members’ methods” (Garfinkel, 1967) under a particular context describable and analyzable. The sequential and categorical organization described in this study shows how members are oriented to identities in the in situ context when they exchange their ideas on a sensitive topic, and on a microblogging website. / text

This article looks into accounts of the computer mediated discourse medium of instant messaging programs. Previous accounts have compared communication within this medium either to solely written or to solely spoken language, thus neglecting its relationship to both or to the constraints generated specifically by the medium. Such accounts have therefore, often come to erroneously alarming conclusions. This article lays out an argument for the treatment of computer mediated communication through instant messaging programs as the beginnings of a set of new registers. / text

Email, chat, instant messaging, blogs, and newsgroups are now common ways for people to interact. Along with these new ways for sending, receiving, and storing messages comes the challenge of organizing, filtering, and understanding them, for which text mining has been shown to be useful. Additionally, it has done so using both content-dependent and content-independent methods.Unfortunately, computer-mediated communication has also provided criminals, terrorists, spies, and other threats to security a means of efficient communication. However, the often textual encoding of these communications may also provide for the possibility of detecting and tracking those who are deceptive. Two methods for organizing, filtering, understanding, and detecting deception in text-based computer-mediated communication are presented.First, message feature mining uses message features or cues in CMC messages combined with machine learning techniques to classify messages according to the sender's intent. The method utilizes common classification methods coupled with linguistic analysis of messages for extraction of a number of content-independent input features. A study using message feature mining to classify deceptive and non-deceptive email messages attained classification accuracy between 60\% and 80\%.Second, speech act profiling is a method for evaluating and visualizing synchronous CMC by creating profiles of conversations and their participants using speech act theory and probabilistic classification methods. Transcripts from a large corpus of speech act annotated conversations are used to train language models and a modified hidden Markov model (HMM) to obtain probable speech acts for sentences, which are aggregated for each conversation participant creating a set of speech act profiles. Three studies for validating the profiles are detailed as well as two studies showing speech act profiling's ability to uncover uncertainty related to deception.The methods introduced here are two content-independent methods that represent a possible new direction in text analysis. Both have possible applications outside the context of deception. In addition to aiding deception detection, these methods may also be applicable in information retrieval, technical support training, GSS facilitation support, transportation security, and information assurance.

Interaction, particularly learner-learner interaction, needs to be cultivated in online classes in order for students to have a satisfying learning experience. This study considered two graduate level online classes in an effort to determine: 1) is cognitive style related to the quantity of learner-learner interaction in online courses, 2) is there a relationship between learner characteristics and learner posting preferences in learner-learner interaction in online courses, 3) how do selected learners differ in their use of interaction elements during online discussion, and 4) how do selected learners perceive their experiences in online courses. Using the Student Demographic Questionnaire, the Group Embedded Figures Test, the Text Analysis Tool, and an Interview Protocol developed by the researcher, the study was conducted with a mixed method design. Learner-learner interaction was considered in terms of the students' contributions to the FirstClass discussion activities that were completed as part of the course requirements. This study found that: a) there is not a correlation between cognitive style and quantity of learner-learner interaction, b) some learner characteristics do influence learner posting preferences, c) interaction elements during online discussion do not indicate the content of discussion, but do somewhat indicate how the discussion is taking place, and d) students have opinions on how their experiences in online courses should impact online course design, particularly in terms of knowing the learner and communication. Knowing the learner was discussed in terms of time management, motivation, and differences among learners. Communication was discussed in terms of spontaneity, isolation, freedom, and accountability. Course design was discussed in terms of flexibility, organization, accountability, and technology. The results of this study have implications regarding online course design and recommendations for future research.

This study investigated how EFL learners managed their real time interaction in a computer-mediated communication (CMC) environment called Schmooze University MOO. Fourteen undergraduates enrolled at two universities in Tokyo took part in weekly text chat sessions over a semester. Four task types were implemented; information-gap, jigsaw, decision-making and opinion-exchange. Qualitative data such as transcripts, field notes and questionnaires were analyzed within the framework of a case study. Findings indicated that the subjects actively managed their interaction, monitored their linguistic output, supported each other and exercised autonomy. Analysis of the transcripts revealed that the subjects consistently produced coherent target language output focused on the tasks, while at the same time, overcoming the challenge of communicating effectively in a new online environment. They achieved this considerable feat in part, by utilizing features of the environment designed to facilitate interaction. Moreover, they utilized a mix of transactional and interactional discourse management strategies that have been identified in the literature on native speaker interaction in real time CMC. Transactional strategies identified in the data were addressivity, time saving and feedback. Interactional strategies were the use of pseudonyms, positive and negative politeness, greetings, leave-takings and off-task discussion. These strategies enabled the subjects to track turns, provide feedback and build the social cohesion necessary for sustained communication in online environments. The analysis showed that as the project progressed, the subjects utilized a greater number and wider range of strategies than in the earlier sessions. The majority of these appeared the result of transfer from conventional forms of communication. However, others were adaptive and appropriate to the online nature of the interaction. These strategies that have not been reported in the literature on learner-learner interaction in CMC, were use of the to command, split turns, suspension dots, quotation and omission. The appearance of these medium induced strategies highlights the subjectsʼ increasingly sophisticated and successful attempts to deal with real time computer-based nature of the interaction. Analysis of the data further revealed that when communication problems arose the subjects overcome them by utilizing communication strategies involved in negotiation of meaning. The most frequent strategies identified in the data were definition and clarification requests followed by self-, other-initiated correction and non-response. The subjects also made limited use of confirmation and comprehension checks. These strategies were more frequent in the jigsaw tasks than in the other task types. The data showed that learner-learner negotiation in this type of CMC broadly follows the model proposed for face-to-face interaction in conventional classrooms. However, analysis indicated that the interplay of proficiency levels, task, the computer-based nature of the interaction and sociocultural concerns appeared to influence the frequency of negotiation.

Distance learning began as a means of catering to students who needed to learn in isolated, individual learning environments but, more recently, has been evolving to offer an interactive and collaborative learning environment supported by Computer Mediated Communication (CMC). However, research has found that not all online discussions are productive for learning and that simply making discussions boards accessible to students does not achieve the interactive and collaborative experience for which they are promoted. One of the first requirements needed for successful online discussions is student participation. This study sought to identify what encourages student participation in online discussions. Motivation and social presence were investigated in this study because they have been identified as two concepts that assist in the encouragement of student participation. Motivation assists participation because it is the process whereby goal-directed activity is both instigated and sustained, and social presence because it has been found to increase interaction. This study sought information regarding what motivated or demotivated student participation in online discussions and what Social Presence behaviours students found most important for maintaining their desire to participate in online discussions. It also investigated relationships among, and changes in, student state motivation, student sense of social presence and student perceived sources of motivation and demotivation across the course of a semester. Finally, students' opinion about their motivation, sense of social presence and reasons for participation were investigated through open-ended questions. A Sequential Exploratory design was used to first obtain breadth of data (quantitative) through online surveys (n equals 60 participants). This included a test/retest design. Depth of the data (qualitative) was then explored through interviews that were based on the results of the quantitative data analysis (n equals 14 participants). The main findings of this study were that students' sense of social presence changed significantly across the course of the semester and this change was a decrease in sense of social presence for 50 percent of the students. Context and Social factors were mentioned more frequently as both motivators and demotivators for participation than Structure/format factors. Correlations revealed a significant relationship between state motivation and social presence. Finally, open-ended questions generated a number of major themes that help to promote participation. All of these findings have implications for teachers and designers of online courses. They show that many factors influence student participation and that some of these factors may change over the course of a semester. Teachers and designers should use this information when designing and implementing courses to not only initiate student participation, but also to maintain participation throughout the course.

The use of communication strategies (CSs) has been of interest on research into second language acquisition (SLA) since it can help learners to attain mutual comprehension effectively and develops understanding of interaction in SLA research. This study investigates and clarifies a wide range of CSs that learners of English and learners of Chinese use to solve language problems as well as to facilitate problem-free discourse in both text-based and video-based SCMC environments. Seven Chinese-speaking learners of English and seven English-speaking learners of Chinese were paired up as tandem (reciprocal) learning dyads in this study. Each dyad participated in four interactions, namely, text-based SCMC in English, text-based SCMC in Chinese, video-based SCMC in English and video-based SCMC in Chinese. The interaction data were analysed along with an after-task questionnaire and stimulated reflection to explore systematically and comprehensively the differences between text-based and video-based SCMC and differences between learners of English and learners of Chinese. The results showed that learners used CSs differently in text-based and video-based SCMC compared with their own performance and indicated different learning opportunities provided by these two modes of SCMC. Although the difference in language was less salient than the medium effect, learners of English and learners of Chinese tended to have their own preferences for particular CSs. When these preferences appear to reflect an appropriate communicative style in one particular culture, learners might need to raise their awareness of some strategies during intercultural communication to avoid possible misunderstanding or offence. Some possible advantages of tandem learning interaction were also identified in this study, such as the potential to develop sociocultural and intercultural competence due to the opportunity to practice culturally appropriate language use with native speakers in a social context.

There has been extensive literature on the subject of subcultures in the fields of criminology and sociology. The term has undergone decades upon decades of revisions and debate amongst scholars. Despite the vast amount of literature available on the term subculture, there is unfortunately no clear-cut definition of what a subculture is, especially after what many sociologists referred to as the Post-Subcultural Turn. While that is problematic in and of itself, the term subculture still has yet to be framed and understood in light of recent technological advancements and strides towards globalization. This thesis will attempt to shed light on the muddled conceptions of the term subculture, as well as expanding subcultural theory to include subcultural engagement in online settings. Chapter 1 will provide a chronological account of the term subculture, including many of its evolutions, revisions and interpretations based on different schools of thought. Chapter 2 will follow up by discussing many of the criticisms directed at past conceptualizations of subculture, and where the term subculture should be heading with regards to expanding its conceptualization without conflating it with other terms. Chapter 2 will finish by suggesting a new path towards conceptualization by adapting subculture to include how subcultures are being formed and maintained through the use of the Internet. To make sense of subcultures using social networking sites in future chapters, Chapter 3 will delve into some of the main technological developments of the Internet including computer-mediated communication, social networks, and how they function as virtual conduits for facilitating social interactions and the spread of knowledge. Chapter 4 will pick up from Chapter 3 by discussing deviance in online settings, as well as introducing a new Goffmanian approach to understanding the presentation of self in online settings. Lastly, Chapter 5 will seek to answer three main questions about subcultures and their existence in online settings: 1. How do social networking sites operate as virtual conduits for the presentation of self? 2. How do subculturalists use social networking sites to create a sense of online community and membership? 3. How do subculturalists employ presentation of self strategies? These questions will be answered by employing an adapted Goffmanian approach to the presentation of self in online settings while also rethinking the concept of subcultural style. Lastly, this thesis will seek to provide guidance on where gaps in the literature still exist and can be explored in the near future.