Computer Mediated Communication for Promoting Inter-Cultural Competencies

7/29/2019 Computer Mediated Communication for Promoting Inter-Cultural Competencies

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Computer Mediated

Communication for

P i I C l l

Alex Walsh


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P ti I t C lt l

Contents

Purpose of Study ........................................................................................................................................... 1Literature Review .......................................................................................................................................... 2

1) Characteristics of Computer Mediated Communication ...................................................................... 22) Classifying Computer Mediated Communication ................................................................................. 23) Use of Computer-Mediated Communication in Language Teaching .................................................... 3

i) Motivation .................................................................................................................................... 4ii) Active, Collaborative & Communicative Learning ....................................................................... 4iii) Intercultural Competency ........................................................................................................... 6iv) Language Development & Skills .................................................................................................. 7

The Project .................................................................................................................................................... 81) Participants ....................................................................................................................................... 82) Structure ........................................................................................................................................... 8

Findings & Discussion .................................................................................................................................. 10Data Collection ........................................................................................................................................ 10Results ..................................................................................................................................................... 101) Motivation & Participation ................................................................................................................. 102) Active Collaborative and Communicative Learning 12


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Purpose of Study

Due to the rapid development of technologies and wide spread access to high-speed

internet, computer mediated communication (CMC) is forging an important place within

educational settings (Beatty & Nunan, 2004). This study evaluates, from a students

perspective, the potential for utilizing CMC projects in South Korean public schools to aid in

exposing students to communicative opportunities, increasing levels of student motivation,

encouraging peer collaboration, improving intercultural competency and developing students

language skills in line with the Korean National English Curriculum (2008).

Research suggests that CMC can be successful in meeting the goals set out above, yet

it is rarely, if ever, used within the Korean public education system. One possible reason for the

lack of CMC is the Korean education systems focus on a grammar based reading and listening

exam which requires a very specific, exam based, skill set. This exam governs a students

entrance into the university system which, in turn, controls the level of university one can attend.

R tl h t iti h b t t k l ith th i f i K E li h


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[Students will have] the ability to communicate in English, [to] act as an important bridgeconnecting different countries, and [] be the driving force developing our country byforming trust among various countries and cultures.

(Ministry of Education 2008:41)

With CMC having been touted as offering countless new possibilities for teaching and learning

(Boone, 2001), this research will identify whether CMC has the potential to offer a viable option

for providing students in the Korean education system with both intra and cross cultural

communicative opportunities and, in doing so, help achieve the educational goal set out above

by South Koreas Ministry of Education (2008).

Literature Review

1) Characteristics of Computer Mediated Communication

It is hard to pin any one definition to computer mediated communication (CMC) as, with

the advent of new technologies, it is a constantly evolving medium. One of the first attempts at

defining CMC was that by Hiltz & Turoff (1978), who provide a technical-oriented view of CMC

that has continued to be endorsed into the 2000s Luppicini (2007:142) for example defined


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communication (ACMC) or a hybrid of the two. Simplified, SCMC involves real-time

communication, for example chat rooms or instant messaging, this synchronicity makes the

communication similar to face-to-face discussions. SCMC has been shown to help increase

learners self-monitoring of language use (Sykes, 2005). ACMC, meanwhile, utilises non-

simultaneous interactions, such as via e-mail and blogging. The benefits of ACMC are that it

allows students more time to read and understand messages, as well as affording students

time to plan responses (Nguyen, 2009). Lee (2004) suggests ACMC can be used to encourage

participation in creative activities such as collaborative writing and brainstorming, and in

fostering critical thinking skills.

Computer mediated communication can also be classified as being either text or

audio/video based. Research on CMC has primarily focused on text-based projects due to the

available technology making text-based projects more easily administered. However, as live

audio/video has developed and become more readily accessible, its utilization in CMC has

become increasingly more common (Paulus, 2007). Due to this advancement in technology,


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review of all the potential benefits CMC can offer language learners, but rather an exploration of

the reasoning behind the choice of objectives and tasks in this project.

i) Motivation

One of the most widely touted benefits of CMC is the positive effect it can have on

students levels of motivation. Warschauer (1996) identified four commonly referred to

motivating aspects of CMC, these are; (a) the originality of using a computer for language

learning instead of your usual classroom instruction (b) the individualised nature of computer-

assisted instruction (c) the increased learner autonomy afforded (d) opportunities for rapid,

frequent non-judgemental feedback.

The benefit of non-judgemental feedback was originally identified by Waldrop (1984), yet

is still as relevant as ever, especially within the Korean context, where the cultural fear of loss of

face can inhibit students willingness to communicate in English in front of peers, often due to

fear of being judged as either trying to sound foreign (for high level students) or judged as not

being smart (for low level students) by fellow class mates For this project one of the most


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A common obstacle in employing communicative activities with students in Korea is the

cultural expectations concerning the direction of knowledge transfer. Traditionally in Korea,

knowledge is transferred from older to younger people, this has resulted in a teacher centred

learning environment. Previous studies have highlighted CMCs ability to promote a more

cooperative, student centred learning environment. For example, in an email exchange program

in Hong Kong, Greenfield (2003) found cooperative learning was one of the most successful

aspects, as well as the students favourite aspect, of the CMC project. This project will look to

establish whether CMC can be utilized in Korean classrooms to provide a more active,

collaborative and communicative learning environment. An active, collaborative, communicative

nature was instilled in the project by providing the students with group tasks that moved them

towards the final goal of communicating with the linked classroom and making the online

magazine together. Examples of these tasks include preparing interview questions for the linked

classroom, understanding responses and writing online articles for the linked classroom to read.

From a sociocultural perspective, the active, social and collaborative learning process


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Wells (1992), meanwhile, see language learners development as being reliant on student talk

time (as opposed to the modelling perspective of Palinscar & Brown, 1984). Warschauer (1997),

highlighted five features of CMC that enhance collaboration and, in doing so, benefit students

language learning potential within a sociocultural framework. These features were (a) text-

based and computer mediated interaction, (b) many-to-many communication, (c) time/place

independence, (d) long distance exchanges, and (e) hypermedia links. In the design of this

CMC project, Warchauers (1997) five features were interwoven into the framework along with

the Korean National Curriculum (2008) requirements, to provide as greater learning potential for

students as possible. Further details highlighting the structure of this project can be found in

Section 3.

Ramzan & Saito (1998), meanwhile, identified how CMC can be utilised to complement and

support a communicative approach to language teaching, an approach that has been stressed

by the Korean National curriculum since 1995, but has struggled to make its way into Korean

English language classrooms (for details as to the reasons for this see Nunan, 2003, Ho &


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As previously discussed, the Korean National Curriculum (2008) emphasises the necessity

for students to be able to communicate in English with people from other cultures (including

both native and non-native speakers of English).

Given this objective an important goal of this project was to increase students intercultural

competencies. CMC can facilitate this goal by making long distance exchanges faster, easier,

less expensive, and more natural (Warschauer 1997:475). Bakhtin (1986) provides a neat

summary as to the importance of inter-cultural communication in language learning.

A meaning only reveals its depths once it has encountered and come into contact with

another, foreign meaning: they engage in a kind of dialogue, which surmounts the

closedness and one-sidedness of these particular meaning, these cultures. We raise new

questions for a foreign culture, ones that it did not raise itself; we seek answers to our own

questions in it; and the foreign culture responds to us by revealing to us its new aspectsand new semantic depths.

(Bakhtin 1986:7)

Several research studies have highlighted the benefits Bakhtin (1986) describes. Ramzan &

Saito (1998), for example, conducted a study in which students of Japanese in an Australian

i it i t d i t ith t d t f J i it Th


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study was conducted by Kern (1995), this CMC based project showed a significant improvement

in learners linguistic and grammatical development. More recently, Shang (2007) used CMC to

improve learners written accuracy and sentence complexity. Looking at CMC conducted orally,

Jepson (2005) used CMC to encourage higher levels of self-correction compared to text chats

alone, meanwhile, Greenfield (2003:56), found a statistically significant increase in students

general confidence in the four English skills after a cross-cultural computer-mediated email

exchange project. With previous studies demonstrating the ability of CMC to help develop

written accuracy, self-correction and the four English skills, this study will evaluate the ability of

CMC to improve Korean students exam related skills as well achieve the Ministry of Educations

(2008) goals surrounding communicative competency.

The Project

1) Participants

The project was conducted by a native English speaking teacher, with 9 th grade Korean


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interviews, the students wanted to share with both the linked classroom and other students

within their school. The online magazine was designed to make the project both authentic and

meaningful to the students.

Table 1. Project Structure

Phase Tasks

Phase 1:Introduction

a. Teachers meet through a teacher networking group on the social media site twitter. b. Teachers arrange a meeting via skype to negotiate the general outline of the project,

general expectations and goal creation.Phase 2:StudentIdeaGeneration

c. The project is introduced to the students. The students are split into small groups todiscuss and generate ideas for possible articles about their home country that will interest thelinked classroom.d. Students work in small groups to narrow down the ideas and begin researching content. e. Students produce an outline of the article they would like to write and begin to discuss itslayout design in the online magazine.f. Students produce the first draft of the article they would like to share with the linkedclassroom.g. Students revise the article, focusing on peer error correction. Students work in small

groups to find suitable pictures to represent the article in the online magazineh. Article is uploaded to the online magazine and sent to the linked classroom and viceversa.

Phase 3:Preparationfor CultureExchange

i. Students work in small groups to brainstorm possible themes for the interviews they willsend to the linked classroom.j. Students finalise the theme of the interviews and note down the questions they would likethe linked classroom students to answer.

Phase 4:Delayed

O l

k. Students use computers to record the interview questions they would like the linkedclassroom students to answer.

l St d t d th i t i ti t th li k d l i d b


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deemed necessary as the tasks were relatively straight forward for the students. The interview

questions were recorded using mobile phones, they were then shared with the linked classroom

via a file sharing service. The linked classroom then recorded their response and shared that

recording via the file sharing service. The recordings were played on the computer via a media

player, it was then the groups responsibility to transcribe the recording, using a word processor,

ready to be uploaded to the online magazine. The articles to be uploaded to the online

magazine were also produced via a word processor and then emailed to the teacher. The

teacher assisted in formatting the documents ready for being uploaded.

Findings & Discussion

Data Collection

The data was collected via closed question surveys filled in by the students after the

project had been completed. Gaining student feedback via closed question surveys is part

normal classroom practice with the educational institution involved. Ethical approval to use the


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receptive language skills. This suggests the students were motivated by and interested in the

CMC project.

Table 2: Students Feelings towards the CMC Project

The students also indicated they felt more comfortable speaking English in front of their peers

through CMC than communication tasks in normal classes (see Table 3).

Table 3: Students Feelings towards Speaking English in front of Classmates

0

5

10

15

Interesting Boring Useful Pointless Meaningful Meaningless

What did you think of this project?

16


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classrooms. This supports similar findings by researches such as Kern (1995), Sullivan (1993),

Kelm (1992), Wang (1998) and Warschauer (1996). It is important to note that every student

showed positive feeling towards the project, this is despite them being accustomed to English

class as being teacher centred and exam preparation based.

2) Active, Collaborative and Communicative Learning

The students feedback does not does not reveal as much information regarding their

feelings towards the collaborative aspect of CMC as was hoped. The students did not indicate

the collaborative aspect of the project was in itself a major benefit for their future language

development and use (see Table 4).

Table 4: Students Perceived Usefulness of Skills Utilized in the CMC Project

6

8

10

12

14


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communicative language learning being authentic, functional and meaningful. The results also

suggest the collaborative tasks provide a structure that allows students to effectively utilise their

zone of proximinal development to improve their language skills (Vygotsky, 1978 ). The students

interest in the project suggests that, from a students perspective, CMC can potentially be

utilized to help meet the communicational goals of the Korean National Curriculum (2008).

This research also corroborates with previous studies that have demonstrated the

potential use of CMC in developing speaking confidence and abilities, such as that by Stockwell

(2003) and Abrams (2003). Confidence is often a major stumbling block in Korean English

conversation classrooms, the results (Table 7) suggest that CMC projects such as this could be

a useful tool in helping students to overcome confidence issues.

3) Intercultural Competency

Table 4 indicates that CMC can provide an opportunity for the development of

intercultural competency in South Korean classrooms, a goal emphasised by the Korean

National Curriculum (2008). The students overwhelmingly saw the skill of communicating with


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These results corroborate previous research, such as that by Ramzan & Saito (1998) and

Greenfield (2003), both of which highlight the potential for using CMC in developing intercultural

competency. It is also important to note that the linked classroom the Korean students were

communicating with was not a native English speaking classroom, rather other English as a

foreign language students. This suggests that CMC can be an important tool in exposing and

preparing students for using English as a lingua and cultura franca.

4) L D l t & E P ti

0

5

10

15

20

Creating

Questions

Listeningtonon-

Ko

reanspeakers

Answering

Questions

Transcribing

Responses

Computer

Practice

C

ommunicating

w

ithForeigners

What activities did you like?


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Table 6: The Perceived Usefulness of the CMC Project Towards Future Exams

Table 7: Student Recorded Strengths of the CMC Project

0

2

4

6

8

10

12

Absolutely A little Not Sure It was unhelpful

Will this project help you pass your exams?

6

8

10

12

14

16


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Conclusion

This study indicates that, from a students perspective, CMC can provide authentic,

motivational opportunities for Korean students to develop their intercultural communicative

competency, a skill highly desired by the Korean English Curriculum (2008). It supports previous

research, such as the highly influential work of Warschauer (1995), that indicates CMC projects

can be flexible enough to be part of a larger curriculum and, if structured correctly, still provide

meaningful, real life tasks, skills and challenges that will engage and interest students, in this

case even those that are accustomed to a teacher centred, exam oriented educational system.

It is important, however, not to overstate the scope of this research. This was a small scale

project conducted with a relatively small sample of students, over a very short period of time, in

one middle school in South Korea. Furthermore, although this research supports previous

studies highlighting the potential benefits of CMC in English language classrooms, it focuses

solely on analysing students opinions and feelings towards the project; there was no objective

analysis of the extent to which students communicative abilities and exam related skills


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of centralised support. This severely limits the potential for CMC to offer alternative access to

communication with other non-Korean speakers of English in the wake of decreasing contact

with native English speaking teachers. Also, if similar projects were to be introduced to more

schools, they would need more linked classrooms with teachers dedicated to such a project,

which would likely be a difficult task. Even with teachers completely committed to this project,

there were often miscommunications, missed deadlines and other issues completely out of the

teachers control. Furthermore, the teachers involved in this project were already well

accustomed to the use of computers as a tool for collaborative projects. Other teachers, both in

South Korea and the linked classroom, may require special training in preparation for such CMC

projects.

To conclude, this project supports previous research that has indicated the CMC

projects can provide meaning, motivational, authentic tasks that support communicative and

sociocultural approaches to language learning. The students were motivated and interested in

the project and felt more comfortable speaking English in front of their peers than in a normal


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W h M (199 ) E M il f E li h T hi B i i th I t t d C t


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Appendix 1 Student Survey

Do not write your name on this sheet. Fill it out and give it back to your teacher...

The purpose of this questionnaire is to assess the value of the linked classroom project you have been doing in

class.

,.

This is not a test. There are no right and wrong answers; we want your own ideas and impressions.

..

Circle any box you think describes your feelings about the project. You can circle more than one box. For example:

Ex) How did the project make you feel?

Happy Tired Angry Sad Excited

1) What did you think of this project??

2) How comfortable did you feel speaking English in front of classmates before the project?,

?


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5) What activities did you like??

6) What activities didnt you like??

7) Will this project help you pass your exams?

?

8) What skills gained form this project will you use in the future?


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10) Would you like to use computers for a school project again?

?

11) How comfortable did you feel using a computer to record your questions for the linked classroom?

?


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Appendix 2 Statement of Research Ethics(Masters Programmes)

Name of student: Alexander Walsh Supervisor: Alex Ding

Course of Study: M.A TESOL Date: 23-01-2013

Title of assignment / dissertation: Computer Mediated Communication in Korean Public Schools: A Case Study of a Middle School Project in Busan, South Korea

Sections 1-4 are to be completed by the student; Sections 5 / 6 are to be completed by the tutor / supervisor.

Section 1

Briefly outline your research questions or aims

Hypothesis CMC can provide an important tool in encouraging CLT in South Korean Public Education

Section 2

Briefly outline your proposed methods and sites of data generation and your proposed methods of sampling

Using feedback routinely collected from students as part of English program. Feedback is collected via closed question feedback forms.


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Page | 25 of 30

Section 3

Briefly explain how you plan to gain access to prospective research participants

Principle and head of English department have granted permission.

Section 4 (a)

1.I have read and discussed with my supervisor the British Educational Research Associations Revised Ethical Guidelines for Educational

Research (BERA, 2004) and/or guidelines of the appropriate professional association where relevant.

x

2.

I have read and discussed with my supervisor the Code of Research Conduct and Research Ethics of the University of Nottingham:

http://www.nottingham.ac.uk/fabs/rgs/documents/code-of-research-conduct-and-research-ethics-approved-january-

2010.pdf

x

3.I am aware of and have discussed with my supervisor the relevant sections of the Data Protection Act(1998):

http://www.hmso.gov.uk/acts/acts1998/19980029.htm

x

4.Data gathering activities involving schools and other organizations will be carried out only with the agreement of the head of

school/organization, or an authorised representative, and after adequate notice has been given. Written permission (e.g. email) will need

x
http://www.nottingham.ac.uk/fabs/rgs/documents/code-of-research-conduct-and-research-ethics-approved-january-2010.pdfhttp://www.nottingham.ac.uk/fabs/rgs/documents/code-of-research-conduct-and-research-ethics-approved-january-2010.pdfhttp://www.nottingham.ac.uk/fabs/rgs/documents/code-of-research-conduct-and-research-ethics-approved-january-2010.pdfhttp://www.hmso.gov.uk/acts/acts1998/19980029.htmhttp://www.hmso.gov.uk/acts/acts1998/19980029.htmhttp://www.hmso.gov.uk/acts/acts1998/19980029.htmhttp://www.nottingham.ac.uk/fabs/rgs/documents/code-of-research-conduct-and-research-ethics-approved-january-2010.pdfhttp://www.nottingham.ac.uk/fabs/rgs/documents/code-of-research-conduct-and-research-ethics-approved-january-2010.pdf


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Page | 26 of 30

to have been seen by your supervisor.

5.The purpose and procedures of the research, and the potential benefits and costs of participating (e.g. the amount of their time

involved), will be fully explained to prospective research participants at the outset.

x

6. My full identity will be revealed to potential participants. x

7.Prospective participants will be informed that data collected will be treated in the strictest confidence and will only be reported inanonymised form, but that I will be forced to consider disclosure of certain information where there are strong grounds for believing that

not doing so will result in harm to research participants or others, or (the continuation of) illegal activity.

x

8.All potential participants will be asked to give their explicit, normally written consent to participating in the research, and, where consent

is given, separate copies of this will be retained by both researcher and participant.

9.

In addition to the consent of the individuals concerned, the signed consent of a parent, guardian or responsible other will be required to

sanction the participation of minors (i.e. persons under 16 years of age) or those whose intellectual capability or other vu lnerable

circumstance may limit the extent to which they can be expected to understand or agree voluntarily to undertake their role. (BERA,

2004, para 14-16).

x

10. Undue pressure will not be placed on individuals or institutions to participate in research activities. x

11. The treatment of potential research participants will in no way be prejudiced if they choose not to participate in the project. x

12.I will provide participants with my contact details (and those of my supervisor), in order that they are able to make contact in relation to

any aspect of the research, should they wish to do so.

x

13. Participants will be made aware that they may freely withdraw from the project at any time without risk or prejudice. x

14.Research will be carried out with regard for mutually convenient times and negotiated in a way that seeks to minimise disruption to

schedules and burdens on participants.

x

15.

I have considered carefully to what extent, if any, my research might expose me to any kind of risk to my personal safety. I have also

discussed this with my supervisor, and appropriate steps taken to respond to any risks identified. Where such a strategy has been

agreed, a record of it is attached to this submission.

x

16.At all times during the conduct of the research I will behave in an appropriate, professional manner and take steps to ensure that neither

myself nor research participants are placed at risk.

x


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Page | 27 of 30

17.The dignity and interests of research participants will be respected at all times, and steps will be taken to ensure that no harm will result

from participating in the research.

x

18. The views of all participants in the research will be respected. x

19.Special efforts will be made to be sensitive to differences relating to age, culture, disability, race, sex, religion and sexual orientation,

amongst research participants, when planning, conducting and reporting on the research.

x

20.Data generated by the research (e.g. transcripts of research interviews) will be kept in a safe and secure location and will be used purelyfor the purposes of the research project (including dissemination of findings). No-one other than research colleagues, supervisors or

examiners will have access to any of the data collected.

x

21. Research participants will have the right of access to any data kept on them. x

22.All necessary steps will be taken to protect the privacy and ensure the anonymity and non-traceability of participants e.g. by the use of

pseudonyms, for both individual and institutional participants, in any written reports of the research and other forms of dissemination.

x

23.Where possible, research participants will be provided with a summary of research findings and an opportunity for debriefing after taking

part in the research.

x

24.

Does your research involve (please tick ALL that apply):

Schools? Vulnerable Adults? Children? None of these groups?

25.

a) Will your research be conducted in (please tick ONE BOX only):

UK only? Outside the UK only? UK and outside the UK?

b) If outside the UK, please name the country(ies) involved: South Korea

26.

FOR ALL STUDENTS UNDERTAKING RESEARCH INVOLVING SCHOOLS, CHILDREN (UNDER 18) AND/OR VULNERABLE ADULTS AT A

LOCATION WHERE THE STUDENT IS NOT CURRENTLY COVERED BY AN EXISTING ENHANCED CRIMINAL RECORDS BUREAU (CRB)

DISCLOSURE

I have received Enhanced Criminal Records Bureau (CRB) disclosure through the University of Nottingham and the School of

x X (16 years

old)

x


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Page | 28 of 30

Education Postgraduate Office has the reference number. This applies even when data are collected outside of the UK.

NB: All students must remember to apply for their University of Nottingham CRB disclosure when they are visiting the UK.

27.

FOR ALL NON UK STUDENTS

I have received a Certificate of Good Conduct (where one is available)* and the School of Education CRB Coordinatorshave a copy of

this**.

* Countries that produce a Certificate of Good Conduct are: Australia, Canada, Czech Republic, Denmark, Estonia, Finland, France, Germany, Hungary, Irish Republic, Italy, Jamaica, Latvia,

Malaysia, Malta, Netherlands, New Zealand, Philippines, Poland, South Africa, Spain, Sweden & Turkey.

** UK students who have lived in one of the above countries for 6 months or more may also need to apply for one of these.

Section 4 (b)

Please provide further information below in relation to any of the above statements which you have not been able to tick, explaining in each case why the

suggested course of action is not appropriate:

26. I am using date collected rountinely.

27. Does not exist in South Korea.


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Page | 29 of 30

When you have completed Sections 1-4 email the form to the relevant supervising tutor, together with:

(1) a draft information sheet to be provided to prospective participants;

(2) a draft consent form to be used with prospective participants.

Section 5

Supervising tutor

I have discussed the proposed research outlined on this form with the student and I am satisfied that the work will be carried out with due regard to

ethical protocol and participants interests.

NAME: Dr Alex Ding Date: 30/1/2013

Section 6

Course Leader/ second reviewer

I have reviewed the proposed research outlined on this form and I am satisfied that the work will be carried out with due regard to ethical protocol and

participants interests.

NAME: Jane Evison Date: 11th February 2013

Note to supervising tutor: Please email the completed form to the course leader who will forward the final version to the appropriate administrative

assistant. When the Course Leader is also Supervising Tutor (Section 5) they should get a second member of their course team to check


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and review the form. The administrative assistant will email the student (cc yourself and course leader) with confirmation of ethical approval to begin

collecting data and proceed to the next stage of the dissertation.

Updated 10/10/2012

Computer Mediated Communication for Promoting Inter-Cultural Competencies

Documents

Transcript of Computer Mediated Communication for Promoting Inter-Cultural Competencies