L2 Learners’ Perceptions of Intercultural Asynchronous CMC: Focusing on Linguistic, Affective, and Cultural Dimensions
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Recent research on intercultural computer-mediated communication (CMC)between native speakers and non-native speakers has revealed that CMC, in addition to promoting language learning, could also bring numerous collateral benefits of intercultural exchanges such as increased students’ awareness and appreciation of target culture. In an attempt to examine the effects of intercultural asynchronous CMC on L2 learners in Korea, this study explores the participants’ perceptions by using pre- and post-interaction surveys supplemented by written interviews and observations. This study sets out to investigate: 1) if the participants were able to perceive their improvement in L2use through CMC interactions; 2) if the participants’ anxiety about using L2 was reduced through CMC and 3) if the participants were able to perceive enhanced intercultural competence through CMC interactions. The results of the study revealed that L2 learners became more competent in writing in English and more aware of commonalities between two cultures. Some anxiety in using L2 was also identified. Based on the results, suggestions for implementing intercultural asynchronous CMC are offered.
Abstract
Recent research on intercultural computer-mediated communication (CMC)between native speakers and non-native speakers has revealed that CMC, in addition to promoting language learning, could also bring numerous collateral benefits of intercultural exchanges such as increased students’ awareness and appreciation of target culture. In an attempt to examine the effects of intercultural asynchronous CMC on L2 learners in Korea, this study explores the participants’ perceptions by using pre- and post-interaction surveys supplemented by written interviews and observations. This study sets out to investigate: 1) if the participants were able to perceive their improvement in L2use through CMC interactions; 2) if the participants’ anxiety about using L2 was reduced through CMC and 3) if the participants were able to perceive enhanced intercultural competence through CMC interactions. The results of the study revealed that L2 learners became more competent in writing in English and more aware of commonalities between two cultures. Some anxiety in using L2 was also identified. Based on the results, suggestions for implementing intercultural asynchronous CMC are offered.
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