Student/teacher interaction via email: the social context of Internet discourse

Bloch, Joel

doi:10.1016/s1060-3743(02)00064-4

Cited by 103 publications

(60 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A large majority of the students avoided using the most direct linguistic forms (imperatives), and the most frequently observed linguistic forms were embedded imperatives and question directives. Thus, in line with previous research (Block, 2002;VolckaertLegrier et al, 2009) showing that students use formal language with unknown teachers, making only a few spelling mistakes when addressing these teachers, the results of the present study showed that students also use another device to maintain a formal rapport with unknown teachers: they use polite, indirect linguistic request forms. On the other hand, help provided via the SoS-Math forum can be considered a right: the teacher's role here is to answer the students' requests.…”

Section: Discussionsupporting

confidence: 92%

“…Block (2002), for example, examined the ways students in a graduate-level "English as a second language" course use email to interact with their instructor. The results indicated that when the instructor was familiar to the students, their emails contained more grammatical errors than when the instructor was unfamiliar.…”

Section: Formsmentioning

confidence: 99%

“…(b) For the linguistic form the research question was "In the computer-mediated homework-help situation analyzed in this study, is the studenteteacher rapport hierarchical?" Existing literature on spelling mistakes (Block, 2002;Volckaert-Legrier et al, 2009) suggests that a hierarchical studenteteacher rapport is in fact maintained. Based on this finding, the students should mainly employ indirect rather than direct linguistic request forms (Hypothesis 2).…”

Section: Research Questions E Hypothesesmentioning

confidence: 99%

“…In a related domain, recent research on communication pragmatics in educational contexts (Biesenbach-Lucas, 2007;Block, 2002;Volckaert-Legrier, Bernicot, & Bert-Erboul, 2009) has provided evidence that written computer-mediated communication has some peculiarities that distinguish it from traditional, face-to-face communication. However, these studies, which have mainly focused on the written form (spelling mistakes) or on different types of requests for help (i.e., direct vs. indirect), need to be completed by more finegrained analyses that would allow us to determine the exact characteristics of these requests.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Written computer-mediated requests for help by French-speaking students: An analysis of their forms and functions

Puustinen

Bernicot

Bert-Erboul

2011

Learning and Instruction

View full text Add to dashboard Cite

Section: Discussionsupporting

confidence: 92%

Section: Formsmentioning

confidence: 99%

Section: Research Questions E Hypothesesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Written computer-mediated requests for help by French-speaking students: An analysis of their forms and functions

Puustinen

Bernicot

Bert-Erboul

2011

Learning and Instruction

View full text Add to dashboard Cite

“…Studies conducted by Anderson [10] and Bloch [11] showed that students suffering from Internet addiction do not have necessary skills for establishing social relations and suffer from high mental vulnerability and low mental health. Nastizaee [5] also believed that Internet addiction is associated with symptoms such as anxiety, depression, irritability, restlessness, obsession, withdrawal, emotional disorders and social relations rupture.…”

Section: Discussionmentioning

confidence: 99%

A Comparative Analysis of Psychological Disorders between Internet Addicted Students and Ordinary Internet Users in Zabol University of Medical Sciences

Miri¹

2015

OJPM

View full text Add to dashboard Cite

Nowadays, using the Internet, for academic and non-academic activities, is an integral part of students' daily life. Studies showed that excessive use of the Internet has negative effects on physical and mental health. The present research was conducted in order to compare the psychological disorders of Internet addicted students and ordinary Internet users in Zabol University of medical sciences. It applied a causal-comparative method. Through applying purposive sampling method, 252 undergraduate and postgraduate students of Zabol University of Medical Sciences were selected in May 2015. Data collection was performed using standard questionnaires of Young's Internet Addiction Test and the Symptom Check List 90-Revised (SCL-90-R). Data analysis was carried out using independent t-test with SPSS21. Results indicated that the Internet addicted students, compared with ordinary Internet users had more psychological disorders. Considering the high prevalence of psychological disorders in the Internet addicted students, teaching appropriate use of the Internet to students is an important factor in controlling the Internet addiction.

show abstract

Politeness in Computer‐Mediated Communication

Taleghani–Nikazm¹

2012

The Encyclopedia of Applied Linguistics

View full text Add to dashboard Cite

Computer‐mediated communication or CMC refers to a rapidly growing means of online communication through which people interact with each other by language, usually typed on a keyboard and read on a computer screen. CMC includes chat, computer messages, e‐mail, computer conferencing, forums, and online bulletin boards. Some communication modes, such as chat, computer conferencing, and computer messages, allow people to interact in real time (i.e., instant messaging), while others are rather fixed in terms of the response time. CMC has become an important part of our daily lives and participants increasingly use this medium to establish and maintain social relationships. In comparison with face‐to‐face conversation, CMC represents a modified speech exchange system where physical bodies, and paralinguistic cues such as intonation, facial expression, and gesture are not available. In the past 20 years, researchers and educators have become particularly interested in this new medium and how it influences language use. While focusing on the similarities and differences between features of ordinary conversation and online communication, these studies have analyzed and described the ways technological constraint limits the interactional resources, the linguistic choices participants make when communicating via CMC, and the ways they adapt their language to the new medium (Jones, 1995; Herring, 1996, 2002; Harrison, 2000; Schönfeldt & Golato, 2003). Some studies focused on sociological or sociolinguistic aspects such as gender, community, and identity (Jones, S. 1995; Jones, Q., 1997; Baym, 1999) in e‐mail communication (e.g., Herring, 1996), Web discussion boards, and Web chats (Baym, 1999; Herring, 1996), whereas other studies examined mainly linguistic elements of CMC and comparing the language used in CMC with oral and written forms of communication (Jones, 1997; Herring, 2001). Other groups of studies explored how CMC might be used effectively for pedagogical or business purposes (e.g., Al‐Shalawi, 2001).

show abstract

Student/teacher interaction via email: the social context of Internet discourse

Cited by 103 publications

References 11 publications

Written computer-mediated requests for help by French-speaking students: An analysis of their forms and functions

Written computer-mediated requests for help by French-speaking students: An analysis of their forms and functions

A Comparative Analysis of Psychological Disorders between Internet Addicted Students and Ordinary Internet Users in Zabol University of Medical Sciences

Politeness in Computer‐Mediated Communication

Contact Info

Product

Resources

About