‘Successful’ participation in intercultural exchange: Tensions in American-Japanese telecollaboration

• Published in: Language learning & technology Vol. 24; no. 1; pp. 154 - 168
• Main Authors: Nishio, Tomoe, Nakatsugawa, Masanobu
• Format: Journal Article
• Language: English
• Published: University of Hawaii National Foreign Language Resource Center 01.02.2020
• Subjects: College Students; Computer Mediated Communication; Conflict; Discussion (Teaching Technique); English (Second Language); Foreign Countries; Intercultural Communication; International Educational Exchange; Japanese; Second Language Learning; Student Attitudes; Student Participation; Teleconferencing; Japan
• ISSN: 1094-3501; 1094-3501
• DOI: 10.64152/10125/44714

The concept of successful participation is context-dependent. Learners have different definitions, which are subject to potential tension in the manner of participation that affects other aspects of the interaction. Drawing on activity theory (Vygotsky, 1987), the present study analyzes tensions that emerged during a six-week telecollaborative project between American learners of Japanese (AMU students) and Japanese learners of English (JPU students) through their understandings of successful participation. Transpacific dyads engaged in online discussions regarding assigned topics and a series of reflective tasks. Using a three-stage grounded theory data coding strategy, major contradictions are identified and analyzed. The findings suggest emergent contradictions in two dyads deriving from differences in the definition of participation. In one dyad, the JPU participant negotiated the imbalanced division of labor due to her passiveness by intentionally changing her participatory behavior. In the other dyad, the AMU participant displayed frustration and disappointment by his JPU partner whose definition of successful participation comprised prompt responses instead of proactive engagement in the discussion. These two cases illustrate how learners’ understandings of successful participation informed their actions and how local definitions affected their overall evaluation of the interaction.