This study was intended to contribute to knowledge in the area of collaboration in the context of computer-mediated communication (CMC). In this study, collaboration was explored in terms of students' interaction in their learning process. The primary purpose of this study was to examine relationships between language functions associated with the messages generated in the context of CMC and participants' interaction. The secondary purpose to explore the use of language functions in relation to teacher-student interactions. Results of this study indicated that participants (including teachers. students, researchers, and scientists) were actively participating in collaboration in the context of CMC. Out of five language functions examined, two language functions used by participants in the context of CMC showed significant relationships with interaction. Participants' use of "giving explanation" and "expressing disbelief" was positively associated with their interaction. One interesting finding of teacher-student interaction was that with teacher and helping adult involvement, participants were more likely than students alone to make suggestions. When scrutinizing the pattern of the use of language functions in first messages, it appeared that the students' strategy was to ask a lot of information, while with teachers and helping adults engagement, participants used "presenting opinion" most frequently. Educational implication of this study was discussed. In addition, recommendations for future research about collaboration in the context of CMC were made.