同期型と非同期型のオンライン・コミュニケーションが 国際的志向性に及ぼす影響

抄録

The purpose of this study was to explore the International Posture of EFL students after experiencing (1) videoconferencing and (2) an online social learning platform through a video recording after videoconferencing. Participants were divided into a Synchronous Computer-Mediated Communication (SCMC) group and a SCMC and Asynchronous Computer-Mediated Communication (ACMC) group. Data were collected using a pre-existing 28-item questionnaire developed for the Japanese context and was administered to 158 senior high school participants before and after lessons. Open-ended responses and participant reflections were analyzed using the co-occurrence network of words framework of a KH coder. Results showed no significant effect on International Posture when participants experienced a single use of videoconferencing technology (SCMC group). Conversely, the International Posture of the SCMC/ACMC group was enhanced significantly when an online video discussion platform was added after videoconferencing. In addition, positive communication experiences with cross-cultural partners led to a higher level of International Posture and learning motivation. These findings suggest that a combination of SCMC and ACMC may enhance International Posture.