From signs to meaning: Exploring University Students’ Communication in Collaborative Projects on Social Networking Sites

Abstract

Purpose: This study aims to explore how university students communicate on social networking sites (SNS) through visual signs such as emojis, stickers, and GIFs. By applying socio-semiotic theory (Kress, 2003), it seeks to understand the meaning-making processes involved in these interactions and address the gap in knowledge regarding the role of visual signs in collaborative communication among students. Theory: The research is grounded in socio-semiotic theory, with a particular emphasis on the process of visual sign-making. Signs are interpreted through various modes of expression, including purpose-oriented, causality-conveying, conceptual-cognitive complexity, and imagination and design-centric modes, thereby highlighting the concept of multimodality. Method: This thesis employs qualitative research methods, utilizing semi-structured interviews within ten master's students to gather in-depth insights. An abductive analysis is conducted, continuously integrating socio-semiotic theory with the findings. Thematic analysis, following the framework outlined by Braun and Clarke (2019; 2021), is used to identify key themes, supported by systematic coding of the data. Results: Emojis are used more frequently than stickers and GIFs, serving to enhance the meaning of written text while also conveying messages independently, provided they are understood within the context. They effectively express emotions, such as appreciation or anger, and can also foster creativity, indicating curiosity. When students use these visual signs in response to peers, the tone tends to be more straightforward, primarily aimed at ensuring mutual understanding.