Value Orientations and Off-Topic Interactions: Contradictions in American–Japanese Intercultural Telecollaboration
DOI:
https://doi.org/10.1558/cj.33822Keywords:
Cultural Historical Activity Theory (CHAT), contradictions, telecollaboration, intercultural communicationAbstract
Drawing from activity theory and its notion of contradictions of various levels, 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) regarding expectations and manners of interaction. Transpacific groups of students participated in online discussions of pre-assigned topics and a series of supplemental, reflective tasks such as in-class discussions, weekly journals, and individual interviews. Using a three-stage grounded theory data coding strategy, major contradictions were identified and analyzed. This case study presents negotiation of an emergent contradiction concerning learner expectations and manners of interaction between two transpacific groups. The object of the two JPU participants was oriented more toward exchange value and they faced a contradiction when the transpacific conversation went off-topic, while their AMU partners enjoyed it. Findings also show how the negotiation of a contradiction in an activity system undergoes expansive transformation involving a neighboring activity system.References
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Yashima, T. (2000). Orientations and motivation in foreign language learning: A study of Japanese college students. JACET Bulletin, 31, 121–133.
Basharina, O. (2007). An activity theory perspective on student-reported contradictions in international telecollaboration. Language Learning & Technology, 11(2), 82–103.
Belz, J. A. (2002). Social dimensions of telecollaborative foreign language study. Language Learning & Technology, 6(1), 60–81.
Darhower, M. (2007). A tale of two communities: Group dynamics and community building in a Spanish–English telecollaboration. CALICO Journal, 24(3), 561–589. https://doi.org/10.1558/cj.v24i3.561-589
Engeström, Y. (1987). Learning by expanding: An activity theoretical approach to developmental research. Helsinki: Orienta-Konsultit.
Engeström, Y. (1993). Developmental studies of work as a test bench of activity theory: The case of primary care medical practice. In S. Chaiklin & J. Lave (Eds.), Understanding practice: Perspective on activity and context (pp. 64–103). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511625510.004
Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133–156. https://doi.org/10.1080/13639080020028747
Foot, K. A. (2014). Cultural-historical activity theory: Exploring a theory to inform practice and research. Journal of Human Behavior in the Social Environment, 24(3), 329–347. https://doi.org/10.1080/10911359.2013.831011
Kuutti, K. (1996). Activity theory as a potential framework for human-computer interaction research. In B. A. Nardi (Ed.), Context and consciousness: Activity theory and human-computer interaction research (pp. 17–44). Cambridge, MA: MIT Press.
Madyarov, I. (2008). Contradictions in a distance content-based English as a Foreign Language course: Activity theoretical perspective (Doctoral dissertation, University of South Florida).
Madyarov, I., & Taef, A. (2012). Contradictions in a distance course for a marginalized population at a Middle Eastern university. International Review of Research in Open and Distance Learning, 13(2), 77–100. https://doi.org/10.19173/irrodl.v13i2.1180
MEXT. (2015). English education reform plan corresponding to globalization. Retrieved from http://www.mext.go.jp/en/news/topics/detail/1372656.htm
O’Dowd, R., & Ritter, M. (2006). Understanding and working with failed communication in telecollaborative exchanges. CALICO Journal, 23(3), 623–642. https://doi.org/10.1558/cj.v23i3.623-642
Ryder, L. Z., & Yamagata-Lynch, L. (2014). Understanding tensions: Activity systems analysis of cross-continental collaboration. CALICO Journal, 31(2), 201–220. https://doi.org/10.11139/cj.31.2.201-220
Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.
Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system among Japanese, Chinese and Iranian learners of English: A comparative study. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 66–97). Bristol: Multilingual Matters. https://doi.org/10.21832/9781847691293-005
The Japan Foundation. (2012). Survey report on Japanese-language education abroad 2012 - summary. In Japanese-Language Education Overseas. Retrieved from https://www.jpf.go.jp/e/project/japanese/survey/result/survey12.html
Vygotsky, L. S. (1987). Thinking and speech (N. Minick, Trans.). In R. W. Rieber & A. S. Carton (Eds.), The collected works of L. S. Vygotsky. Vol. 1. Problems of general psychology (pp. 39–285). New York: Plenum Press.
Ware, P. (2005). ‘Missed’ communication in online communication: Tensions in a German-American telecollaboration. Language Learning and Technology, 9(2), 64–89.
Yamagata-Lynch, L. C. (2010). Activity systems analysis methods: Understanding complex learning environments. New York: Springer. https://doi.org/10.1007/978-1-4419-6321-5
Yashima, T. (2000). Orientations and motivation in foreign language learning: A study of Japanese college students. JACET Bulletin, 31, 121–133.
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Published
2018-09-17
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Articles
How to Cite
Nishio, T., & Nakatsugawa, M. (2018). Value Orientations and Off-Topic Interactions: Contradictions in American–Japanese Intercultural Telecollaboration. CALICO Journal, 35(3), 294-311. https://doi.org/10.1558/cj.33822
