Sarcasm in written communication: emoticons are efficient markers of intention

Here we present two studies that investigate the use of emoticons in clarifying message intent. We look at sarcasm in particular, which can be especially hard to interpret correctly in written communication. In both studies, participants were required to make the intentions of their messages clear. In the first, they clarified the meaning of existing sentences without altering the wording; in the second, they produced their own sentences. Results provided clear evidence that tongue and wink emoticons are the principal indicators of sarcastic intent, and that ellipsis is associated more with criticism, rather than with sarcasm. These findings highlight the significant role emoticons play in clarifying message intention, compensating for the absence of non-verbal cues in written communicatio

Traditional literacy skills and internet use among 8 to 12 year old children

Ninety children in third through sixth grade attending an elementary school in western Canada completed a 15-item rating scale of their Internet use across home, school, and community contexts. Children's literacy skills were assessed with standardized measures of reading fluency and sentence comprehension and teacher ratings of reading and writing ability. Results suggest that Internet use during childhood is a complex behavior that varies across children and across contexts. Instant messaging and community-based Internet use during childhood were associated with decreased literacy skills, while other applications used at home and school were associated with increased literacy skills

Sarcasm in written communication: emoticons are efficient markers of intention

Here we present two studies that investigate the use of emoticons in clarifying message intent. We look at sarcasm in particular, which can be especially hard to interpret correctly in written communication. In both studies, participants were required to make the intentions of their messages clear. In the first, they clarified the meaning of existing sentences without altering the wording; in the second, they produced their own sentences. Results provided clear evidence that tongue and wink emoticons are the principal indicators of sarcastic intent, and that ellipsis is associated more with criticism, rather than with sarcasm. These findings highlight the significant role emoticons play in clarifying message intention, compensating for the absence of non-verbal cues in written communicatio

Speakerly: A Voice-based Writing Assistant for Text Composition

We present Speakerly, a new real-time voice-based writing assistance system that helps users with text composition across various use cases such as emails, instant messages, and notes. The user can interact with the system through instructions or dictation, and the system generates a well-formatted and coherent document. We describe the system architecture and detail how we address the various challenges while building and deploying such a system at scale. More specifically, our system uses a combination of small, task-specific models as well as pre-trained language models for fast and effective text composition while supporting a variety of input modes for better usability.Comment: Accepted at EMNLP 2023 Industry Trac

Literacies of Bilingual Youth: A Profile of Bilingual Academic, Social, and TXT Literacies

This dissertation identifies three types of language skills that urban Spanish/English bilingual youth possess (academic, social, and texting language), and reports on their relationship while documenting and analyzing the features of text messaging among this population. The participants in this study are Spanish-dominant bilingual young adults enrolled in a high school completion program in New York City. They are in the process of developing both Spanish and English academic literacy skills, and it is well known that they tend to perform below the grade they are enrolled in. For this reason, they are often referred to as being “language-less” (DeCapua & Marshall, 2011; Freeman, Freeman, & Mercuri, 2002) in an academic setting. Yet, little was previously known about their linguistic skills in other language forms such as social and Txt. This research seeks to understand and document their abilities across language forms and modalities, painting a composite picture of non-traditional bilinguals students’ linguistic skills. The aims of this dissertation are achieved through three different approaches. The first is a quantitative study into participants’ literacy skills through the use of assessments measuring academic literacy and social language awareness across written, aural, and digital modalities. The second is an in-depth analysis of the features participants use when texting (communicating via SMS and iMessage). Txt is a relatively new language form, and the analysis presented in this dissertation identifies the features and patterns that illustrate its systematic and constrained nature. The third approach is a case study focused on the texting behavior between two prolific texters. The theories developed based on the texting patterns of all participants (except those two texters) are applied to this one conversation for validation. This conversation constitutes more than half of the text messages that students contributed to the project, highlighting just how important this language form is in the daily life of young adults. A final component of this dissertation is the public availability of the text messages as an anonymized corpus along with the code and methods used to analyze the data. The text message corpus is available at www.byts.commons.gc.cuny.ed

Exploring language contact and use among globally mobile populations: a qualitative study of English-speaking short-stay academic sojourners in the Republic of Korea

This study explores the language contact and use of English speaking sojourners in the Republic of Korea who had no prior knowledge of Korean language or culture prior to arriving in the country. The study focuses on the use of mobile technology assisted l anguage use. Study participants responded to an online survey about their experiences using the Korean language when interacting with Korean speakers, their free time activities, and the types of digital and mobile technologies they used. The survey respon ses informed questions for later discussion groups, in which participants discussed challenges and solutions when encountering new linguistic and social scenarios with Korean speakers. Semi structured interviews were employed to examine the linguistic, soc ial and technological dimensions of the study participants’ brief sojourn in Korea in more depth. The interviews revealed a link between language contact, language use and a mobile instant messaging application. In the second phase of the study, online surveys focused on the language and technology link discovered in the first phase. Throughout Phase Two , the researcher observed the study participants in a series of social contexts, such as informal English practice and university events. Phase Two concluded with semi structured interviews that demonstrated language contact and use within mobile instant messaging chat rooms on participants’ handheld smart devices. The two phases revealed three key factors influencing the language contact and use between the study participants and Korean speakers. Firstly, a mutual perspicacity for mobile technologies and digital communication supported their mediated, screen to screen and blended direct and mediated face to screen interactions. Secondly, Korea’s advanced digital environment comprised handheld smart devices, smart device applications and ubiquitous, high speed Wi Fi their Korean speaking hosts to self reliance. Thirdly, language use between the study participants and Korean speakers incorporated a range of sociolinguistic resources including the exchange of symbols, small expressive images, photographs, video and audio recordings along with or in place of typed text. Using these resources also helped the study participants learn and take part in social and cultural practices, such as gifting digitally, within mobile instant messaging chat rooms. The findings of the study are drawn together in a new conceptual model which h as been called sociolinguistic digital acuity , highlighting the optimal conditions for language contact and use during a brief sojourn in a country with an unfamiliar language and culture

Inclusion in digital environments for people with aphasia

PhD ThesisBackground: Individuals with aphasia may wish to engage with the Internet for work, communication, or leisure. Pre-stroke Internet skills will vary, as will other factors such as availability of equipment and support. This thesis aims to investigate how aphasia influences Internet use and skills. Further, it aims to explore and evaluate assessment, intervention, and outcome measurement to support Internet use with aphasia. Method: A supported questionnaire was used to compare Internet and technology use between people with and without aphasia post-stroke (stage one). Forty-two participants were recruited, twenty-five of whom had aphasia. The two groups shared known risk factors for digital exclusion. A series of four experimental single case studies followed using a structured assessment and decision-making process with a focus on exploring interventions for participants with post-stroke aphasia who had particular goals around Internet use (stage two). Results: There was a very broad spectrum of levels of independent and supported Internet use amongst people with and without aphasia. Age was a stronger predictor than aphasia for Internet use/non-use. People with aphasia were less likely to use linguistic tools such as emailing, text messaging, and e-readers. Level of education influenced self-perception of Internet skills. Case-study interventions differed according to individual needs and goals. Clinical decision-making and interventions were guided by a specific focus on cognitive and Internet skills alongside environmental factors relevant to Internet use. Assessment demonstrated that, for three of four participants, change was evident, with gains linked to their Internet related goals. Discussion: This study adds to knowledge by enhancing understanding of how people with aphasia may face specific risks related to digital exclusion. It demonstrates that a holistic understanding of factors influencing Internet use and skills can support the design and evaluation of tailored interventions to enable iv Internet use with aphasia. This provides guidance for clinical practice and for future aphasia research.Stroke Associatio

Investigating the learning transfer of genre features and conceptual knowledge from an academic literacy course to business studies: Exploring the potential of dynamic assessment

Academic literacy courses aim to enable higher education students to participate in their chosen academic fields as fully as possible. However, the extent to which these students transfer the academic skills taught in these courses to their chosen disciplines is still under-researched. This article reports on a study that investigated the potential of dynamic assessment (an assessment approach that blends instruction into assessment) in the transfer of genre features and conceptual knowledge among undergraduate business studies students in a UK public university. The data includes three students’ written assignments (N = nine), interviews (N = three) and business studies tutor (N = three) feedback. Drawing on Vygotskian sociocultural theory of learning and a genre theory based on Systemic Functional Linguistics, the data were analysed. The findings suggest that dynamic assessment may contribute to the transfer of genre features and conceptual knowledge to a new assessment context. Implications of this for academic literacy instruction and assessment design are presented