A Sequential Analysis of Responses to Messages Posted by Students With Low Versus High Verbal Skills in Online Debates

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Abstract

Because verbal fluency can influence perceived competence and credibility, this study used sequential analysis to identify response patterns observed in students’ replies to arguments, challenges, explanations, and evidence posted by students with low versus high verbal skills in online debates. Significant differences were found in the pattern of responses to: a) arguments posted by students demonstrating low versus high verbal skill, which helped to explain why arguments exhibiting poor grammar and spelling elicited 57% more responses that challenged the merits of the arguments than arguments exhibiting good grammar/spelling; and b) arguments and challenges in the exchanges made between high verbal students versus the exchanges between low verbal students. The instructional implications and directions for future research are discussed.

Authors

• Allan C. Jeong, Florida State University

• Haiying Li, Florida State University

• Jiaren Pan, Florida State University