Intro
Preface
Contents
List of Figures
List of Tables
Chapter 1: Communication is Vital
1.1 Background of Communication and Language Learning
1.2 Theories on Communication and Language Learning
1.3 Communication, Language Learning & Technology
1.4 Communication, Language Learning and the Malaysian Context
1.5 Communication in Group Discussions
1.6 Summary
References
Chapter 2: Models of Communication Process
2.1 The Simplest Model of Communication
2.2 Intermediary Model of Communication
2.3 Shannon's Information Theory Model

2.4 The Interactive Model (The Cybernetic Model)
2.5 The Transactional Model of Communication
2.6 An Ecological Model of the Communication Process
2.7 Summary
References
Chapter 3: Computer-Mediated Communication (CMC)
3.1 CMC vs. F2F (Face-to-Face) Communication
3.1.1 Communication Skills
3.1.2 Language
3.1.3 Collaboration
3.1.4 Turn-taking
3.1.5 Nonverbal Cues
3.2 CMC: The Early Theories
3.2.1 Social Presence Theory
3.2.2 Lack of Social Context Cues Hypothesis
3.2.3 Media Richness Theory
3.2.4 Cues-filtered-out Theories

3.3 CMC: Current Theories and Models
3.3.1 Common Ground Theory
3.3.2 Media Synchronicity Theory
3.3.3 Social Information Processing (SIP) Theory
3.3.4 Hyperpersonal Model of CMC
3.3.5 Efficiency Framework
3.3.6 ICT Succession Model
3.4 Implications from CMC Theories and Models
3.5 The Potential of CMC in a Language Class
3.5.1 Rich Social Contexts
3.5.2 Previous Postings as Examples and References
3.5.3 Self-paced and Visual Saliency
3.5.4 Less Threatening
3.5.5 Obscured Names & Extra-linguistic Cues
3.5.6 More Equal Participation among Learners

3.5.7 More Exposure to the Target Language
3.6 Summary
References
Chapter 4: CMC vs. F2F: Discourse and Participation Styles of Different Language Learners
4.1 Individual Differences
4.2 Participation Styles
4.2.1 Participation Styles of Learners with Different Personalities
4.2.2 Participation Styles of Learners with Different Levels of Language Proficiency
4.3 Lexical Complexity
4.3.1 Lexical Complexity of Learners with Different Personalities
4.3.2 Lexical Complexity of Learners with Different Levels of Language Proficiency
4.4 Interactive Competence

4.4.1 Interactive Competence of Learners with Different Personalities
4.4.2 Interactive Competence of Learners with Different Levels of Language Proficiency
4.5 Group Composition and Student Interaction
4.6 Summary
References
Chapter 5: Other Factors Influencing Communication during Group Discussions
5.1 The Affective Domain
5.1.1 Confidence/Language Anxiety
5.1.2 Motivation
5.2 Noise and Distractions
5.3 Summary
References
Chapter 6: Implications for Language Learning
6.1 Model of Communication for Language Learners