Negotiating a transcultural place in an English as a lingua franca telecollaboration exchange: a mixed methods approach to the analysis of intercultural communicative competence and third space in an online Community of Practice

Abstract

The study presented in this thesis was designed so as to explore the impact of an ELF (English as a lingua franca) telecollaboration exchange on its participants’ intercultural learning and negotiation of shared spaces and subject positions (Kramsch 2009a). After describing the two groups of students involved in the project - one from the University of Padova (Italy), and one from the University of Innsbruck (Austria) - as well as the tasks, topics and tools that were used to prompt discussion on issues related to culture, identity and representation, the study adopted a mixed methods approach to respond to two research questions. The first of these (RQ1) aimed at searching for evidence of intercultural communicative competence (Byram 1997) in the personal texts that the Italian students had produced over the course of the project: in particular, the primary source of data for this investigation were the participants’ weekly diaries, seen as a valuable and uncontaminated source of information about the students’ feelings and experiences (Pavlenko 2007). The second research question (RQ2) explored the emergence of a transcultural “third space” (Kramsch 1993) among the two groups of participants, as well as the construction of fluid and hybrid subject positions within it. For the purposes of this investigation, all the students’ reflective diaries were taken into account together with their posts to online forums and comments to the exchange activities. Overall, the study presented in this thesis offers a new lens through which to look at the nature of intercultural communicative competence, and provides insights into its strict relationship with third space as it emerges in an online Community of Practice (Lave and Wenger 1991). Furthermore, the study highlights the complexity and variety of subject positions that are activated in online intercultural encounters, and which mirror the transnational and transcultural essence of third space. Finally, the study also suggests the utility of combining qualitative and quantitative research approaches so as to gain deeper and more comprehensive understanding of intercultural learning and negotiating processes