Instant messaging in work-based virtual teams: the analysis of non-verbal communication used for the contextualisation of transactional and relational communicative goals

In this thesis, I use a multi-perspectival analytical approach to investigate the paralanguage of naturally occurring work-based Instant Message conversations. My research into the field of computer-mediated discourse analysis (CMDA) has shown that written non-verbal cues have been considered as important means of contextualising text-based computer-mediated communication (CMC), yet their scholarly treatment has been scant. Previous findings about the importance paralanguage in CMD have been further strengthened by the findings of the field of business communication: in the virtual work environment the lack of audio-visual information has been found to contribute to miscommunication and consequently hinder cooperation. The linguistic devices and discursive strategies that are used in order to compensate for the limitations imposed by the text-based communicative channel have therefore been identified as in need of further exploration. In this thesis, I have outlined a CMC cue system based on the previous findings of CMDA to investigate the range of cues used as non-verbal signals in workplace text- based CMC. I have also used a multi-perspectival approach based on the theoretical frameworks of interactional sociolinguistics, communities of practice, relational work and politeness and conversation analysis (CA) in order to investigate the range of interactional roles of paralanguage during computer-mediated business conversations. The interpretive CA-informed analysis I have conducted has provided evidence of the important role of non-verbal signals during the contextualisation of complex transactional and relational communicative goals in the workplace. The analysis in this thesis has provided two significant results: firstly, by incorporating the findings of research into paralanguage of spoken as well as other written genres it resulted in a comprehensive description of the orthographic and typographic non-verbal cues used in text-based CMC and, secondly, by drawing on the multi-perspectival framework, it allowed for a description of the complex interactional functions of these cues during the contextualisation of content and relational intent and the creation of interactional coherence in IM

Netspeak in an IRC Chatroom

This study examines the role of a variety of keyboard communication techniques utilized by participants in an Internet Relay Chat (IRC) room. Samples of interactions taken from a segment of the chat room’s log files highlight these techniques, collectively referred to as Netspeak, and shed light on a unique language which serves a variety of purposes aimed at more practical and effective interactions between participants communicating through this type of computer mediated communication (CMC). To explore the role of Netspeak in IRC, the study analyses the roles of abbreviations, paralanguage, emoticons and emoting use, and explains the intentions behind their use. The techniques suggest a facilitating role in real time, online communication between participants

The impacts of text-based CMC on online social presence

Social presence is a critical influence on learners’ online social interaction in an online learning environment via computer-mediated communication (CMC) systems. This study examines how three CMC systems, e-mail, bulletin board, and real-time discussion, influence the level of online social presence and privacy. Mixed methods were applied to examine the relationships of three CMC systems with social presence and privacy. The results indicate (a) E-mail is perceived to possess the highest level of social presence, followed by the real-time discussion and bulletin board; (b) one-to-one e-mail was perceived to have a higher level of privacy while one-to-many was perceived less privacy; and (c) in addition to the attributes of CMC systems, learners’ perceptions of CMC systems impacted level of privacy as well. This study suggested that the format of CMC systems, e-mail and real-time discussion should be examined in two different formats: one-to-one e-mail, one-to-many e-mail, one-to-one real-time discussion, and many-to-many real-time discussion

Deception Detection: An Exploration of Annotated Text-Based Cues

Do embedded textual cues in asynchronous communication affect deceptive message detection? The expanded use of social media and rich media applications in business make this an important issue. Prior research indicates deception commonly occurs in all forms of communication and people have difficulty detecting its use. Asynchronous online communications are no exception and offer users a variety of media choices which may complicate deception detection, particularly if the sender has strategically selected a channel intended to disguise their intentions. The current study investigated whether embedded, non-verbal cues in common media forms found in asynchronous online venues influenced deception detection. Drawing on media synchronicity theory, results suggest embedding non-verbal cues in the form of annotated text can enhance deception detection. Overall, the findings suggest managers must be wary of sender motivations, which can influence message veracity, particularly in low synchronicity environments where media is subject to edits and manipulations

The Significance of Written Responses as a Nonverbal Cue that Contributes to Online Young Adult Relationship Initiation

This research study investigates the influence typed statements has on the decision-making process for adolescents when choosing to initiate communicating with an online dating match. Undergraduate students (n=247) were administered a 42-item survey, where participants replied to questions that asked if typed responses to prewritten questions influences their decision to initiate communicating with an online dating match. Results indicate typed responses did not adversely impact whether a person will initiate communicating with a match, but additional data does suggest other nonverbal cues are significant.

Effects of “emotional text” on Online Customer Service Chat

With the increasing popularity of online shopping, interests in online customer service chat used on e-commerce websites has grown significantly. As one type of computer-mediated communication (CMC), online customer service chat is mainly text-based communication. While CMC may not allow us to hone in on a facial expression or hand gesture, there are subtle cues to perception of character traits embedded within our text communications. This study examined the effects of “emotional text” (defined as use of emoticons, capitalization, exclamation points, and “lol”) on perceptions of service agents’ socialibility and reliability. Results demonstrated that emotional text does have an impact on customers’ perceptions of service agents and generally in a positive direction. Service agents who use emotional text during an online service encounter were perceived to be more social. However, customers’ did not report any differences in terms of perception of reliability. Further, emotional response was demonstrated to be a significant mediator that impacts the relationship between emotional text and perception of character traits

Social Presence and Online Discussions: A Mixed Method Investigation

Researchers have been investigating social presence in online learning for decades. However, despite this continued research, questions remain about the nature and development of social presence. The purpose of this mixed method exploratory case study was to investigate how social presence is established in online discussion forums in an asynchronous online course. The results suggest that social presence is more complicated than previously thought. In particular, situational variable such as group size, instructional task, and previous relationships influence how social presence is established and maintained in online courses. In the following paper, we report the results of our inquiry and the implications for further research and practice

Cue the Paralinguistics: A Qualitative Case Study of Teacher Social Presence

The purpose of this qualitative case study was to understand teachers’ rationale and practices as they establish a social presence in a 100% online learning environment in a high school setting, with a specific emphasis on paralinguistic cues and symbols, such as emoji, emoticons, and Bitmoji. This case study focused on the meaning and understanding of teacher social presence in the virtual setting, utilizing a variety of data collection methods. In-depth interviews were conducted, followed by digital document collection and a focus group interview; transcripts of both interviews and the focus group were analyzed in order to establish the specific practices teachers use to establish a social presence as well as their rationales. Specific emphasis was placed on paralinguistic cues and their role in the establishment of social presence. Findings supported previous research on social presence strategies with few exceptions. Online educators rely on strategies that humanize their virtual interactions with special consideration for tone in written communication, particularly considering the age of high school students. Paralinguistic cues were widely used, with Bitmojis used universally by all participants as a visual extension of their physical selves in computer-mediated communication. Suggestions for future research, practice, and teacher education are included

The Impact of Dialogue Dynamics in Online Service Resolution

Complaint handling by frontline employees (FLEs) is increasingly occurring in digital channels. Drawing on dialogical interaction analysis, we demonstrate that customer complaints with more negative language are more difficult to solve, but by using dominant language and matching the consumer\u2019s linguistic style, FLEs can improve perceptions the complaint was resolved