Paper short abstract:

To examine identity construction, synchronous and asynchronous telecollaboration was implemented in Japanese courses in the US and Sweden over a semester. Analysis of data underscores the value of NNS-NNS interaction in enhancing identity (re)construction and improving intercultural competence.

Paper long abstract:

Recent studies of Computer-assisted language learning (CALL) demonstrate that authentic intercultural contexts can be achieved by the use of online tools so as to enhance students' foreign language learning and identity development. While previous research on telecollaboration and identity has mainly focused on NS-NNS interactions, this study investigates various stages of identity construction through NNS-NNS telecollaborative interactions using Japanese as lingua franca.

The study (which was conducted together with a researcher in the U.S.) examines two sets of NNSs with different L1 backgrounds, namely NNSs of Japanese from universities in the US and Sweden. The project combines telecollaborative activities consisting of both asynchronous written (blogs) and synchronous verbal (online discussions) communication.

The Intercultural Dialogue (ID) model (Houghton, 2012) was used to evaluate the outcome. The model consists of five stages: 1) Analysis of Self; 2) Analysis of Other; 3) Critical analysis of value similarities (or differences) between Self and Other; 4) Critical evaluation of the values of Self and Other relative to a standard; and 5) Identity development.

Our findings indicate that through their written and oral discussions in Japanese, the students' choice of words constructed images of the person they are or wished to be perceived as while building an understanding of their own identities. This shows that language use does not necessarily reflect who one is but is used to contribute to the construction of one's identities. It was also observed that there exists a stage prior to the first stage in the ID-model, namely a "no-awareness" stage. Furthermore, our findings indicate that Stage 1 "Awareness of Self" occurs as two sub-stages: 1-a) Awareness of single identity; and 1-b) Awareness of having multiple identities. Our data also suggest that at one point, several students were offering different critical evaluations of Self and Other as a result of their own and the Japanese cultural standard not fitting the standard identity development model, suggesting that the multicultural nature of NNS-NNS interactions involving different L1 backgrounds can accelerate identity development.

In this presentation, possibilities of multimodal analysis of intercultural telecollaboration will also be discussed.