本研究旨在探討任務主題、性別、及分組方式對國中生以網路即時討論做決策之言談模式的影響。本研究的對象為男女各半總共四十八位的國二學生，四人一組進行網路即時討論。分組方式有兩種：同性組六組(男生組三組、女生組三組)及異性混合組六組(男女各半)。他們總共參加兩次聊天室的即時討論活動做小組決策。研究者先將聊天室的對話內容針對談話量(quantity of participation)、同意及異議策略(agreement and disagreement strategies)和網路語言使用(Internet language uses)等三方面進行分析，再以3-way ANOVA和paired t-test等統計方法探討任務主題、性別、及分組方式等三因子對受試者的表現是否有顯著的影響及交互作用。
本研究的結果摘要如下：
1.在談話量方面，任務主題對受試者的發言總字數和發言次數有顯著的影響，性別及分組方式則沒有顯著的影響。另外，受試者的談話量也可能受到任務主題和分組方式的交互作用影響。
2.在同意及異議策略的使用方面，只有分組方式有顯著的影響。受試者在同性組時會比在異性混合組時明顯使用較多的同意及異議策略。另外，不管在同性組或異性混合組，受試者都傾向於委婉或客氣的表示不同看法，而較少使用強烈或直接的異議策略。
3.受試者使用網路語言的次數並未受到任務主題、性別、及分組方式等單一因子影響，但是明顯受到三個因子之間交互作用的影響。
最後，本研究依據實驗結果，對資訊融入教學活動及未來研究方向，提出一些具體建言。

This study investigates the effects of the task topics, the gender, and the grouping methods on the quantity of participation, the strategies in indicating agreement and disagreement, and the Internet language uses of junior high school students in decision-making process through synchronous online discussion. There were 48 subjects, 24 males and 24 females, in this study. They were assigned to 12 groups, which consisted of 6 same-sex groups (3 male-only and 3 female-only) and 6 mixed-sex groups. All subjects were asked to complete two decision-making tasks through only real-time online discussion. The chat room transcripts were coded and then analyzed through 3-way ANOVA and paired t-test to examine the effects and interaction of the three factors: the task topics, the gender, and the grouping methods.
The results of this study are summarized as follows.
1.The subjects’ quantity of participation was influenced neither by the gender nor by being grouped with the subjects of the same or the opposite sex. However, the topic selection of the task has significant effects on the number of words and speech turns contributed by the subjects, but not on their mean length of turn (MLT). Furthermore, the significant interaction between the task topic and the grouping method indicates that the subjects’ participation quantity (i.e., words and turns) was influenced by the task topic and the grouping method simultaneously.
2.Neither the task topic nor the gender has any significant effects on the subjects’ use of strategies in showing agreement and disagreement, but the grouping method is a significant factor in this aspect. The subjects tended to use more agreement and disagreement strategies (both aggravated and mitigated ones) when they were in the same-sex groups than in the mixed-sex groups. Furthermore, all subjects tended to use mitigated disagreement rather than direct aggravated disagreement when they had conflicts with their chat mates, no matter whether they were in the same-sex or the mixed-sex groups.
3.No significant gender differences were found in the Internet language uses produced by the subjects in the online discussion. Nor did the subjects show any significant differences in their Internet language uses when they were in the same-sex and in the mixed-sex groups. However, it was worth noting that the quantity of Internet language uses produced by the subjects in the synchronous online discussion depends mainly on the interaction between the three factors: the task topics, the gender, and the grouping methods.

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