December 1996

Root Page of Article: A Broad Collection of Research on CMC, by Leslie Regan Shade

Cross-Cultural Perspectives

How CMC is used for cross-cultural purposes is examined in the next section. Ringo Ma examines five propositions on intercultural communication between East Asian and North American college students through empirical tests using IRC. He concluded that "participants in synchronous CMC do not seem to have as high a commitment as when they engage in FTF communication", but that the '"worry-free' attitude associated with synchronous CMC can facilitate intercultural understanding under many circumstances" (p. 184).

Perceptions of American Culture by Mexican high school students is the study of Mary Elaine Meagher and Fernando Castanos. They looked at both qualitative and quantitative research on an intercultural CMC program and concluded that CMC is valuable in foreign language courses, but that the Mexican students perception of American culture was less positive after than before CMC exchanges.

Gregory Colomb and Joyce Simutis report on an investigation using synchronous CMC in a writing class for 'at risk' students. They found that CMC has significant advantages in that it allowed students to experience different forms of learning: "because their written conversation was less immediate than oral conversation, it was less demanding and less threatening. Students could always take time to observe and learn from each others' performances, to study messages before responding to them, to think, and to compose their own contributionsħall of which improved their performance and lessened their anxiety.

Linguistic Perspectives | Social and Ethical Perspectives | -CMC and Group Interactions

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