Language and Culture Learning Through a University-based Computer Mediated Communication Course: Case Studies of Students' Cross-Cultural Dialogue

As globalization progresses into the twenty-first century, digital communication provides new opportunities for people to connect with one another. Adapting to these developments, universities have used e-learning in varied formats, including computer mediated communication (CMC). Typically, this mode of instruction involves a class in one country pairing online with a class in another, while students engage each other in learning course objectives.;Through the use of sociocultural frameworks for learning, this dissertation study explores how a CMC bilingual exchange course can help students engage in global citizenship; assesses the degree to which CMC courses facilitate language acquisition; and combines theories of interaction and intercultural communication to understand how language and culture learning happens. This study draws upon two theoretical frameworks: Long's (1981, 1996) interaction hypothesis (IH), which posits that language learning occurs through human interaction; and Byram's (1997) intercultural competence, which specifies a multitude of 'savoirs' as learning outcomes regarding the cultural aspect in second language classes; the savoirs include knowledge, attitudes, interactional skills, and cultural awareness. Both frameworks were combined with a micro-level discourse analysis of data collected by observing student teleconference partnerships over a six-week period of time to explore language, social, and literacy themed discussions.;The findings, presented as two case studies of student partnerships, reveal the ways in which students negotiate conversational roles online, thereby establishing a "third space" (Kramsch, 2009) for communication. Geographical territory does not determine the language of use, or who is ascribed the "native" and "non-native" speaker role. Traditional privileging of the native speaker, however, is perpetuated based upon which language students use during the conversations.;When combined with Byram's framework, the cultural implications of interactional moves as delineated in Long's IH enables the researcher to observe the extent to which specific utterances facilitate language and culture learning. Conversation starters that have been traditionally viewed from the perspective of language "errors" are applied to culturally-relevant conversation themes. This study indicates that language practices will likely evolve along with new formats for digital technology. Language instruction, therefore, should prepare students to adapt to new modes and norms of communication.