Implementing computer‐mediated intercultural communication in English education: A critical reflection on its pedagogical challenges

Integrating computer‐mediated intercultural communication (CMIC) activities into language curricula has been discussed as an innovative approach. Despite the increasing number of successful examples reporting positive outcomes of adopting CMIC activities in language‐learning environments, it has als...

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Published in:	Journal of computer assisted learning Vol. 34; no. 6; pp. 673 - 687
Main Author:	Lee, K.
Format:	Journal Article
Language:	English
Published:	Oxford Wiley-Blackwell 01.12.2018 Wiley Subscription Services, Inc
Subjects:	Barriers Case Studies Classrooms Communicative Competence (Languages) Computer Mediated Communication Computers computer‐assisted language learning computer‐mediated intercultural communication Cost analysis critical pedagogy Critical Theory Cultural Awareness Cultural factors Curricula Education English (Second Language) Equal Education Foreign Countries Foreign languages Human communication Intercultural Communication international telecollaboration Language Language Teachers Learning multiliteracies pedagogy Multiple Literacies Pedagogy Second Language Instruction Second Language Learning Second Languages Self Concept Social Differences Socioeconomic Status Student Attitudes Student Characteristics Student Development Students Teaching Methods South Korea
ISSN:	0266-4909, 1365-2729
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Abstract	Integrating computer‐mediated intercultural communication (CMIC) activities into language curricula has been discussed as an innovative approach. Despite the increasing number of successful examples reporting positive outcomes of adopting CMIC activities in language‐learning environments, it has also been noted that there are significant pedagogical challenges observed when CMIC activities are introduced into classrooms. However, previous studies tend only to briefly mention some of those challenges and to list general solutions to them, rather than deeply engaging with the issues and their educational and social consequences upon students' learning practices. Thus, this qualitative case study documents diverse pedagogical challenges faced by Korean students and teacher in their English‐as‐a‐foreign language classroom, in which a series of CMIC activities were set up and conducted. The challenges analysed in this paper include the unrealistically high implementation cost, the educational inequality issues created by irreducible gaps in students' socio‐economic backgrounds, and the unresolved struggles to develop positive student subjectivities and linguistic identities. In conclusion, the article proposes three instructional principles, drawn in turn from the two closely interrelated theories: multiliteracies pedagogy and critical pedagogy. Fundamentally, the author argues that effective adoption of CMIC activities needs a more pedagogically, socially, and culturally sensitive approach. Lay Description What is currently known about the subject matter: Computer‐mediated intercultural communication (CMIC) has been integrated in language curricular. The CMIC facilitates the development of students' intercultural communicative competence. Its implementation has been perceived successful in enhancing English‐as‐a‐foreign language students learning attitudes and outcomes. What their paper adds to this: However, its implementation process can be very costly and time‐/resource‐consuming. There seem to be also subtle but negative educational and social consequences observed. There are some serious inequality issues created by irreducible gaps in students' cultural capitals. The implications of study findings for practitioners: Three teaching principles to address those challenges and issues are proposed. The effective adoption of the CMIC needs a more pedagogically, socially, and culturally sensitive approach. It contributes to developing the sensitive approach.
AbstractList	Integrating computer-mediated intercultural communication (CMIC) activities into language curricula has been discussed as an innovative approach. Despite the increasing number of successful examples reporting positive outcomes of adopting CMIC activities in language-learning environments, it has also been noted that there are significant pedagogical challenges observed when CMIC activities are introduced into classrooms. However, previous studies tend only to briefly mention some of those challenges and to list general solutions to them, rather than deeply engaging with the issues and their educational and social consequences upon students' learning practices. Thus, this qualitative case study documents diverse pedagogical challenges faced by Korean students and teacher in their English-as-a-foreign language classroom, in which a series of CMIC activities were set up and conducted. The challenges analysed in this paper include the unrealistically high implementation cost, the educational inequality issues created by irreducible gaps in students' socio-economic backgrounds, and the unresolved struggles to develop positive student subjectivities and linguistic identities. In conclusion, the article proposes three instructional principles, drawn in turn from the two closely interrelated theories: multiliteracies pedagogy and critical pedagogy. Fundamentally, the author argues that effective adoption of CMIC activities needs a more pedagogically, socially, and culturally sensitive approach. Integrating computer‐mediated intercultural communication (CMIC) activities into language curricula has been discussed as an innovative approach. Despite the increasing number of successful examples reporting positive outcomes of adopting CMIC activities in language‐learning environments, it has also been noted that there are significant pedagogical challenges observed when CMIC activities are introduced into classrooms. However, previous studies tend only to briefly mention some of those challenges and to list general solutions to them, rather than deeply engaging with the issues and their educational and social consequences upon students' learning practices. Thus, this qualitative case study documents diverse pedagogical challenges faced by Korean students and teacher in their English‐as‐a‐foreign language classroom, in which a series of CMIC activities were set up and conducted. The challenges analysed in this paper include the unrealistically high implementation cost, the educational inequality issues created by irreducible gaps in students' socio‐economic backgrounds, and the unresolved struggles to develop positive student subjectivities and linguistic identities. In conclusion, the article proposes three instructional principles, drawn in turn from the two closely interrelated theories: multiliteracies pedagogy and critical pedagogy. Fundamentally, the author argues that effective adoption of CMIC activities needs a more pedagogically, socially, and culturally sensitive approach. What is currently known about the subject matter: Computer‐mediated intercultural communication (CMIC) has been integrated in language curricular. The CMIC facilitates the development of students' intercultural communicative competence. Its implementation has been perceived successful in enhancing English‐as‐a‐foreign language students learning attitudes and outcomes. What their paper adds to this: However, its implementation process can be very costly and time‐/resource‐consuming. There seem to be also subtle but negative educational and social consequences observed. There are some serious inequality issues created by irreducible gaps in students' cultural capitals. The implications of study findings for practitioners: Three teaching principles to address those challenges and issues are proposed. The effective adoption of the CMIC needs a more pedagogically, socially, and culturally sensitive approach. It contributes to developing the sensitive approach. Integrating computer‐mediated intercultural communication (CMIC) activities into language curricula has been discussed as an innovative approach. Despite the increasing number of successful examples reporting positive outcomes of adopting CMIC activities in language‐learning environments, it has also been noted that there are significant pedagogical challenges observed when CMIC activities are introduced into classrooms. However, previous studies tend only to briefly mention some of those challenges and to list general solutions to them, rather than deeply engaging with the issues and their educational and social consequences upon students' learning practices. Thus, this qualitative case study documents diverse pedagogical challenges faced by Korean students and teacher in their English‐as‐a‐foreign language classroom, in which a series of CMIC activities were set up and conducted. The challenges analysed in this paper include the unrealistically high implementation cost, the educational inequality issues created by irreducible gaps in students' socio‐economic backgrounds, and the unresolved struggles to develop positive student subjectivities and linguistic identities. In conclusion, the article proposes three instructional principles, drawn in turn from the two closely interrelated theories: multiliteracies pedagogy and critical pedagogy. Fundamentally, the author argues that effective adoption of CMIC activities needs a more pedagogically, socially, and culturally sensitive approach. Lay Description What is currently known about the subject matter: Computer‐mediated intercultural communication (CMIC) has been integrated in language curricular. The CMIC facilitates the development of students' intercultural communicative competence. Its implementation has been perceived successful in enhancing English‐as‐a‐foreign language students learning attitudes and outcomes. What their paper adds to this: However, its implementation process can be very costly and time‐/resource‐consuming. There seem to be also subtle but negative educational and social consequences observed. There are some serious inequality issues created by irreducible gaps in students' cultural capitals. The implications of study findings for practitioners: Three teaching principles to address those challenges and issues are proposed. The effective adoption of the CMIC needs a more pedagogically, socially, and culturally sensitive approach. It contributes to developing the sensitive approach.
Author	Lee, K.
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Snippet	Integrating computer‐mediated intercultural communication (CMIC) activities into language curricula has been discussed as an innovative approach. Despite the... Integrating computer-mediated intercultural communication (CMIC) activities into language curricula has been discussed as an innovative approach. Despite the...
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SubjectTerms	Barriers Case Studies Classrooms Communicative Competence (Languages) Computer Mediated Communication Computers computer‐assisted language learning computer‐mediated intercultural communication Cost analysis critical pedagogy Critical Theory Cultural Awareness Cultural factors Curricula Education English (Second Language) Equal Education Foreign Countries Foreign languages Human communication Intercultural Communication international telecollaboration Language Language Teachers Learning multiliteracies pedagogy Multiple Literacies Pedagogy Second Language Instruction Second Language Learning Second Languages Self Concept Social Differences Socioeconomic Status Student Attitudes Student Characteristics Student Development Students Teaching Methods
Title	Implementing computer‐mediated intercultural communication in English education: A critical reflection on its pedagogical challenges
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