Article ID Journal Published Year Pages File Type
347662 Computers and Composition 2016 18 Pages PDF
Abstract

•Emoticons were found to punctuate peer response comments.•Emoticons were used to express affections.•Emoticons were attached to compliments and criticism as an alignments and hedges.•Emoticons were used as a friendship marker by some users.•Individual difference in emoticon use varied.

This classroom research described CMC users’ employment of text-based emoticons in asynchronous web-based peer responses in an EFL college English writing class, to better understand how learners behave in such a face-threatening and task-oriented act (i.e. peer response). A total of 104 peer reviews produced by 13 English majors in Taiwan were analyzed. Among the 90 text-based emoticons produced, the most utilized was the smiley face. Although students attached emoticons to their criticisms, emoticons were more often employed in positive (80%) than negative (20%) contexts. Emoticons were also used as a friendship marker by some users. Individual difference in emoticon use, nevertheless, varied greatly. Findings showed that in asynchronous text-based peer response, emoticons served several purposes, depending on the contexts they occurred in: to express affections, to reduce the formality of peer response, to punctuate sentences, to hedge statements or to mark friendship.

Related Topics
Social Sciences and Humanities Arts and Humanities Language and Linguistics
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