A theoretical discussion for e-text communication in learning
HYE-JUNG LEE2015, Interactive Learning Environments
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Abstract
With the recent development of internet and mobile technology, a new kind of e-text communication is emerging. From messenger chatting, mobile texting, to social networking through Twitter or Facebook, e-text communication is becoming a main communication channel, especially for the younger generation. However, there has not been sufficient investigation into how this new kind of e-text communication can be applied in interactive learning environments, and which attributes of communicative e-text might influence learning. This paper, therefore, integrates a theoretical framework for understanding the essentials of e-text communication and explores the implications for its appropriate application in learning practice. After reviewing the historical background of orality and literacy as the basis of communication, this paper presents the core attributes of e-text communication. Finally, a theoretical framework for evolving e-text communication is elaborated with learning implications.
Key takeaways
- Ong (1982) conceptualized these differences in terms of orality and literacy, representing the nature and properties of oral language and written text plus their influences on culture and human thinking.
- Lee et al. (2012) introduced empirical evidence supporting that e-text should be differentiated from traditional text with typical orality and literacy.
- However, because communication technology as it exists now was not available at the time of publication, there are limitations in interpreting the fundamental characteristics of e-text within the framework described by Ong. Ong (1982) wrote that text pursues abstraction and de-contextualization, and enables the reconstruction of mentality; the invention of text represents the borderline between primary orality culture and literacy culture.
- In contrast, highly literate text often needs to be converted or reverted to oral context for easier comprehension, and an oral lecture can be seen as a process that translates ''literacy of text'' into ''orality of context''.
- Communicative e-text with orality to encourage interaction with students Lee et al. (2012) reported that text with strong literacy discouraged students' motivation to respond, while secondary literacy, which is text with strong orality, encouraged learners' motivation to interact through texting.
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