The Effects of Linguistic Qualifiers and Intensifiers on Group Interaction and Performance in Computer-Supported Collaborative Argumentation

This study tested the effects of linguistic qualifiers and intensifiers on the number and types of replies elicited per argument and per challenge posted in online debates. To facilitate collaborative argumentation, thirty-two students (22 females, 10 males) enrolled in a graduate-level online cours...

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Autor principal:	Allan C. Jeong
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2006
Materias:	Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/d0ae0e309109469388ff5eed48b8cd36
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id	oai:doaj.org-article:d0ae0e309109469388ff5eed48b8cd36
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spelling	oai:doaj.org-article:d0ae0e309109469388ff5eed48b8cd362021-12-02T19:25:15ZThe Effects of Linguistic Qualifiers and Intensifiers on Group Interaction and Performance in Computer-Supported Collaborative Argumentation10.19173/irrodl.v6i3.2581492-3831https://doaj.org/article/d0ae0e309109469388ff5eed48b8cd362006-02-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/258https://doaj.org/toc/1492-3831This study tested the effects of linguistic qualifiers and intensifiers on the number and types of replies elicited per argument and per challenge posted in online debates. To facilitate collaborative argumentation, thirty-two students (22 females, 10 males) enrolled in a graduate-level online course classified and labeled their messages as arguments, challenges, supporting evidence, or explanations prior to posting each message. The findings showed that qualified arguments elicited 41 percent fewer replies (effect size = -.64), and the reduction in replies was greatest when qualified arguments were presented by females than males. Challenges without qualifiers, however, did not elicit more replies than challenges with qualifiers. These findings suggest that qualifiers were used to hedge arguments, and such behaviors should be discouraged during initial stages of identifying arguments (more so in all-female than in all-male groups) in order to elicit more diverse and more opposing viewpoints needed to thoroughly and critically analyze arguments. Keywords: Computer-mediated communication, CMC, communication style, group interaction patterns, interaction analysis, computer-supported collaborative learning, CSCL, collaborative argumentation.Allan C. JeongAthabasca University PressarticleSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 6, Iss 3 (2006)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691
spellingShingle	Special aspects of education LC8-6691 Allan C. Jeong The Effects of Linguistic Qualifiers and Intensifiers on Group Interaction and Performance in Computer-Supported Collaborative Argumentation
description	This study tested the effects of linguistic qualifiers and intensifiers on the number and types of replies elicited per argument and per challenge posted in online debates. To facilitate collaborative argumentation, thirty-two students (22 females, 10 males) enrolled in a graduate-level online course classified and labeled their messages as arguments, challenges, supporting evidence, or explanations prior to posting each message. The findings showed that qualified arguments elicited 41 percent fewer replies (effect size = -.64), and the reduction in replies was greatest when qualified arguments were presented by females than males. Challenges without qualifiers, however, did not elicit more replies than challenges with qualifiers. These findings suggest that qualifiers were used to hedge arguments, and such behaviors should be discouraged during initial stages of identifying arguments (more so in all-female than in all-male groups) in order to elicit more diverse and more opposing viewpoints needed to thoroughly and critically analyze arguments. Keywords: Computer-mediated communication, CMC, communication style, group interaction patterns, interaction analysis, computer-supported collaborative learning, CSCL, collaborative argumentation.
format	article
author	Allan C. Jeong
author_facet	Allan C. Jeong
author_sort	Allan C. Jeong
title	The Effects of Linguistic Qualifiers and Intensifiers on Group Interaction and Performance in Computer-Supported Collaborative Argumentation
title_short	The Effects of Linguistic Qualifiers and Intensifiers on Group Interaction and Performance in Computer-Supported Collaborative Argumentation
title_full	The Effects of Linguistic Qualifiers and Intensifiers on Group Interaction and Performance in Computer-Supported Collaborative Argumentation
title_fullStr	The Effects of Linguistic Qualifiers and Intensifiers on Group Interaction and Performance in Computer-Supported Collaborative Argumentation
title_full_unstemmed	The Effects of Linguistic Qualifiers and Intensifiers on Group Interaction and Performance in Computer-Supported Collaborative Argumentation
title_sort	effects of linguistic qualifiers and intensifiers on group interaction and performance in computer-supported collaborative argumentation
publisher	Athabasca University Press
publishDate	2006
url	https://doaj.org/article/d0ae0e309109469388ff5eed48b8cd36
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The Effects of Linguistic Qualifiers and Intensifiers on Group Interaction and Performance in Computer-Supported Collaborative Argumentation

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