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LitReviewSampleSection0.pdf

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Literature Review

Social Environment of Social Media

The purpose of social media is to connect people; therefore, social media inherently is an

online social environment. It is also helpful that many members who are connected on social media

platforms tend to be like-minded peers, so there is often a more relaxed and encouraging

environment. One qualitative study focusing on videos from a language learning vlogger

showcased this when reporting a difference between likes and dislikes on the vlogger’s videos:

28,278 likes versus 251 dislikes, 3,738 likes versus 80 dislikes, 2,283 likes versus 3 dislikes

(Combe & Codreanu, 2016). Online, users have the ability to filter out content that does not

interest them allowing them to focus on preferred content. This means, users can attract other

language learners from around the world, allowing them to learn from and encourage each other on

a larger scale than a regular classroom.

Another aspect that comes with a more relaxed environment is more relaxed language.

Often the language found in textbooks can sound overly formal and/or unnatural to native

speakers. Therefore, it is important that language learners find ways to engage in more natural

settings to use language. A qualitative study conducted by Baſöz (2016) sent questionnaires to pre-

service English as a Foreign Language (EFL) teachers. Of those teachers, 85% believed that

language learners could be exposed to more “authentic” language through social media (p. 434).

Online, people are more likely to use a style suited for everyday use, including less complex

vocabulary, less business jargon, and more slang. However, because social media’s sole purpose is

not for teaching language, learns need to be aware that certain styles of language may not always

fit their needs

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Using a platform that was not developed for language learning can leave holes where

formal learning would be able to fill. For example, sometimes there are no teachers, just a

collective of people working together. Usually in these types of communities there are rules that

help guide learners and those with knowledge find the best way to meet the needs of the

participants. Isbell (2018) conducted a qualitative study observing a subreddit (i.e., r/Korean) and

found that there were both official and unofficial rules, and the power to enforce the rules lied with

the community as a whole. This idea was reiterated by those active on the page. One of the users

stated that, “the poor sources are usually downvoted and pointed out in the comments to deter users

from using them” (p. 93). Along with official and unofficial rules to guide users, there is another

aspect of social media that can assist users in their language learning journey.

In the same way teachers can use multiple media to teach in a formal classroom setting,

social media often has multiple functions like the ability to post videos or photos or to upload text.

With these tools, learners can experience the same vocabulary multiple times in multiple ways.

One study, which used both qualitative and quantitative measures, aimed to determine how well

Facebook could be used as a learning tool (Mykytiuk et al., 2020). The post-experimental

assessment of this study was the final test for a class, half of which was taught in a formal learning

setting and the other half of which was added to a Facebook group. The results showed that the

experimental group (those in the Facebook group) out-performed the control group (those in a

formal learning setting) after they had been exposed to the target vocabulary in multiple ways

(Mykytiuk et al., 2020). While language learners can be exposed to repeated content in a formal

classroom setting, online they can be more active participants in using their target language more

naturally.

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References

Baſöz, T. (2016). Preservice EFL teachers’ attitudes towards language learning through social

media. Procedia-Social and Behavioral Sciences, 232, 430-438.

Combe, C., & Codreanu, T. (2016). Vlogging: A new channel for language learning and

intercultural exchanges. Research-Publishing.Net.

Isbell, D. R. (2018). Online informal language learning: Insights from a Korean learning

community. Language Learning & Technology, 22(3), 82-102. https://doi.org/10125/44658

Mykytiuk, S., Lysytska, O., & Melnikova, T. (2020). Facebook group as an educational platform f

or foreign language acquisition. Postmodern Openings/Deschideri Postmoderne, 11.

ResearchBriefOutline.docx

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Addressing Communication Challenges in Remote Work Environments

Research Brief Outline

Wenjia Zhang

Johns Hopkins University

AS. 480.600.81: Research & Writing Method

Professor Michael Bayer

March 26, 2024

Introduction:

· Introduction to Remote Work Communication Challenges

· Highlight the rising awareness of remote work, especially in the COVID-19 era, while stressing the need to address communication challenges.

· Adequate communication with staff members is crucial for achieving teamwork, effective workflow, and overall well-being in remote workplaces.

· Overview of Communication Difficulties in Remote Work

· Define critical points that might be present among individuals, such as the absence of direct communication through feelings of isolation or disconnectedness.

· Describe the drawbacks of these tools, such as slower exchanges, high data volumes, and the risks of misunderstanding.

· Impact of Communication Challenges on Organizational Culture and Employees

· Discuss how distributed working may be an obstacle to promoting team collaboration and innovative ideas, especially in partnerships related to problem-solving.

· Discuss the possible work-life imbalance, burnout, and the fuzzy borderlines of the office and home life.

· Cultural and Linguistic Barriers to Remote Communication

· Underline the linguistic and cultural variations influencing communication effectiveness in diverse multinational teams in remote workplaces.

· Objectives of the Research Brief

· Briefly introduce the study's subject and communication issues that occur while working remotely and offer methods to solve them effectively.

· The demographic to be touched on highlighted these groups of people: workers, managers, and policymakers, who will find these analytics very helpful in their management and policy making.

· Research Question and Scope

· Define the research question: How do communication issues in remote workplace settings affect organizational productivity and employees' well-being, and how can these issues be curtailed?

· The research brief scope should be introduced first, as individual and organizational aspects will be touched on accordingly.

Literature Review:

1. The Psychological Challenges of Remote Work

a. Chan et al. (2022) appear to have found a relationship between symptoms of stress and anxiety and people who work remotely. Concerning findings were also reported, showing a rise in the levels of psychological stress and physical stress among those who spend too much time working remotely. 23% of remote workers struggle with loneliness because they thrive on the energy of others to feel motivated and productive.

b. The COVID-19 pandemic has heightened psychological and emotional demands for the global populace both directly (e.g., fear of infection, death, and loss of loved ones) and indirectly (e.g., constant media exposure and subsequent outbreaks). At work, organizational changes (e.g., downsizing, restructuring, and redundancy) led to the loss of job control and security, which in turn exacerbated employees' psychological strain and emotional exhaustion (del Rio-Chanona et al., 2020) and increased their work-life conflict (Begum et al., 2022). In April 2020, the International Labor Organization (ILO) estimated global unemployment to be 190 million.

c. While flexible work–home boundaries have some upsides, such as increased autonomy and the ability to attend to work and non-work responsibilities promptly, the blurred boundaries caused by full-time remote working have also led to the intensive use and reliance on information and communication technology, contributing to workers' emotional, psychological, and physical strains (Lal et al., 2021).

2. Social Interaction at a Distance in Remote Work

a. Not having face-to-face social interaction can affect communication and camaraderie, interpersonal networking, and the sharing of work-related information and gossip, which enables employees to create identification with the company (Lal & Dwivedi, 2009).

b. In a study of sales staff working from home (Harris, 2003), 63 % of homeworkers said they felt isolated since starting WFH, stating that they felt forgotten and left to ‘muddle through’ when working remotely. Lack of in-person interaction reduced the speed of problem-solving and knowledge of what was happening, making sharing experiences more difficult. Further, infrequent team meetings were described as formal, with full agendas and little scope for informal discussions, with employees feeling invisible.

c. Societe Gunnell et al. (2020) explored the relationship between social network use and sleeping. Their study found that screen sharing negatively influences sleep quality, with prolonged bedtime and sleep-wake cycle disruption.

3. The Importance of Cultivating a Good Workplace Culture (in-person and online)

a. Recovery is repairing the adverse effects of strain or the process during which an individual's functioning returns to its pre-stressor level (Sonnentag & Natter, 2004). Recovery at work can be facilitated through breaks, which may include rest, exercise, playing musical instruments, or walking (Demerouti et al., 2012).

b. At the team/organizational level, senior management should cultivate a compassionate workplace culture that values employee health and well-being while recognizing employee performance (Sull et al., 2022).

c. To cultivate a compassionate and supportive workplace culture, senior management must ensure that their formal (e.g., employee pulse surveys) and informal (e.g., virtual coffee catch-ups between managers and employees) voice mechanisms are well-functioning. Voice mechanisms enable employees to have a say and influence organizational issues that affect their work and lives (Wilkinson et al., 2020).

References

Adekoya, O. D., Adisa, T. A., & Aiyenitaju, O. (2022). Going forward: Remote working in the post-COVID-19 era. Employee Relations: The International Journal, 44(6), 1410–1427. https://doi.org/10.1108/er-04-2021-0161

Babapour Chafi, M., Hultberg, A., & Bozic Yams, N. (2021). Post-pandemic office work: Perceived challenges and opportunities for a sustainable work environment. Sustainability, 14(1), 294. https://www.mdpi.com/2071-1050/14/1/294

Begum, A., Shafaghi, M., & Adeel, A. (2022). Impact of job insecurity on worklife balance during COVID-19 in India. Vision: The Journal of Business Perspective, 097226292110732. https://doi.org/10.1177/09722629211073278

Chan, X. W., Shang, S., Brough, P., Wilkinson, A., & Lu, C. (2022). Work, life, and COVID-19: A rapid review and practical recommendations for the post‐pandemic workplace. Asia Pacific Journal of Human Resources, 61(2), 257–276. https://doi.org/10.1111/1744-7941.12355

DeFilippis, E., Impink, S. M., Singell, M., Polzer, J., & Sadun, R. (2020). Collaborating during Coronavirus: The Impact of Covid-19 on the Nature of Work. https://doi.org/10.3386/w27612

Ferreira, R., Pereira, R., Bianchi, I. S., & da Silva, M. M. (2021). Decision factors for remote work adoption: advantages, disadvantages, driving forces and challenges. Journal of Open Innovation: Technology, Market, and Complexity, 7(1), 70. https://www.sciencedirect.com/science/article/pii/S2199853122008393

Galanti, T., Ferrara, B., Benevene, P., & Buonomo, I. (2023). Rethinking the unthinkable: A delphi study on remote work during COVID-19 pandemic. Social Sciences, 12(9), 497. https://doi.org/10.3390/socsci12090497

Lal, B., Dwivedi, Y. K., & Haag, M. (2021). Working from home during COVID-19: Doing and managing technology-enabled social interaction with colleagues at a distance. Information Systems Frontiers, 25(4), 1333–1350. https://doi.org/10.1007/s10796-021-10182-0

Shockley, K. M., Allen, T. D., Dodd, H., & Waiwood, A. M. (2021). Remote worker communication during COVID-19: The role of quantity, quality, and supervisor expectation-setting. Journal of Applied Psychology, 106(10), 1466–1482. https://doi.org/10.1037/apl0000970

Sonnentag, S., & Natter, E. (2004). Flight attendants’ daily recovery from work: Is there no place like home? International Journal of Stress Management, 11(4), 366–391. https://doi.org/10.1037/1072-5245.11.4.366

Tuzovic, S., & Kabadayi, S. (2020). The influence of social distancing on employee well-being: A conceptual framework and research agenda. Journal of Service Management, 32(2), 145–160. https://doi.org/10.1108/josm-05-2020-0140

van Zoonen, W., Sivunen, A., Blomqvist, K., Olsson, T., Ropponen, A., Henttonen, K., & Vartiainen, M. (2021). Factors influencing adjustment to remote work: Employees’ initial responses to the COVID-19 pandemic. International Journal of Environmental Research and Public Health, 18(13), 6966. https://doi.org/10.3390/ijerph18136966