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Do Image and Voice in Synchronous CMC Help to Raise Consciousness of Learning Objectives? From the Perspectives of Social Presence and Learning Context
PROCEEDINGS

, , Tokyo Institute of Technology, Japan

EdMedia + Innovate Learning, in Orlando, FL USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This study compares four types of Synchronous Computer-mediated Communication (SCMC); text-based chat with and without interlocutor fs image and audioconferencing with and without interlocutors f image (video conferencing and audioconferencing). Each system has a function that supports the use of formulaic expression concerning communication strategy. We then investigated the effect of each SCMC on two features of language learning; perceived consciousness of social presence and performance of learning objectives. The result showed that the interlocutor fs image has the main effect on social presence. The interlocutor fs image, on the other hand, affects the performance of learning objectives. The result also confirmed the effect interaction has on the perceived social presence. Therefore, it can be said that while social presence activates second language communication in learner-centered, it can inhibit the raising of consciousness of learning context and learning objectives.

Citation

Yamada, M. & Akahori, K. (2006). Do Image and Voice in Synchronous CMC Help to Raise Consciousness of Learning Objectives? From the Perspectives of Social Presence and Learning Context. In E. Pearson & P. Bohman (Eds.), Proceedings of ED-MEDIA 2006--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 468-475). Orlando, FL USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 17, 2019 from .

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