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Artifacts and cultures-of-use in intercultural communication
Open accessAbstract
This article develops a conceptual framework for understanding how intercultural communication, mediated by cultural artifacts (i.e., Internet communication tools), creates compelling, problematic, and surprising conditions for additional language learning.Three case studies of computer-mediated intercultural engagement draw together correlations between discursive orientation, communicative modality, communicative activity, and emergent interpersonal dynamics.These factors contribute to varying qualities and quantities of participation in the intercultural partnerships.Case one, "Clashing Frames of Expectation --Differing Cultures-of-Use," suggests that the cultures-of-use of Internet communication tools, their perceived existence and on-going construction as distinctive cultural artifacts, differs interculturally just as communicative genre, pragmatics, and institutional context would be expected to differ interculturally.Case two, "Intercultural Communication as Hyperpersonal Engagement," illustrates pragmatic and linguistic development as an outcome of intercultural relationship building.The final case study, "The Wrong Tool for the Right Job?," describes a recent generational shift in communication tool preference wherein an ostensibly ubiquitous tool, e-mail, is shown to be unsuitable for mediating age peer relationships.Taken together, these case studies demonstrate that Internet communication tools are not neutral media.Rather, individual and collective experience is shown to influence the ways students engage in Internet-mediated communication with consequential outcomes for both the processes and products of language development.For some social classes and in highly privileged geographical regions, we have entered into a period of rapid and efficient global communication practices mediating an array of interpersonal, discursivematerial, and cultural activities.Despite the robust connections between the increasing digitization of everyday communicative practice and issues such as globalization and homogenization, Internet-mediated intercultural educational activities remain demonstrably polymorphous.Reasons for this are many.Educational cultures and objectives vary across nation state boundaries (Belz, 2002) as well as across educational institutions within the US.Moreover, within the same university but across courses or time periods, student populations shift, pedagogical goals are reassessed, and micro-interactional phenomena illustrate their own "accentuality" (Volosinov, 1973), even when the task, as it were, is supposed to remain consistent across participants and time (Coughlan & Duff, 1994).The focus of this article is yet another dimension of human heterogeneity --the cultural embeddedness of Internet communication tools and the consequences of this embedding for communicative activity.Three case studies will be presented which illustrate some of the possibilities and problems associated with foreign language intercultural interaction mediated by Internet communication tools.I argue that Internet communication tools, like all human artifacts, are cultural tools (for an extension of this argument to the natural environment and the social construction of nature, see Braun & Castree, 1998;Harvey, 1996;Williams, 1980).Specifically, I show that e-mail, instant messenger, and forms of synchronous chat, are deeply affected by the cultures-of-use, or to borrow a biological term --phenotypic characteristics, evolving from the manner in which these tools mediate everyday communicative practice.To unpack this somewhat, most of the American students in the case studies have extensive Internet experience that catalyzes specific forms (and expectations) of communication.In turn, the resulting Steven L. Thorne Artifacts and Cultures-of-Use in Intercultural CommunicationLanguage Learning & Technology 39 communicative dynamics are consequential for both the processes and products of language learning.Importantly, these case studies span a 5-year period and in so doing demonstrate that the cultures-of-use of Internet communication tools are rapidly evolving, if in geographically non-uniform directions, and play a critical role in the manner in which intercultural communication plays out in formal educational contexts.Of particular relevance to foreign language uses of "telecollaboration" (implying interaction mediated by Internet communication tools), I will include a critical discussion of recent Computer-Mediated Communication (CMC) research (Walther, 1994(Walther, , 1996(Walther, , 1997) ) and will build on a theoretical framework that can broadly be termed a cultural-historical perspective of human communication and cognition (e.g., Bruner, 1995;Cole, 1996;Hanks, 1996;Levinson, 1995;Rommetveit, 1974;van der Veer & Valsiner, 1991).This approach emphasizes the process whereby individuals modify, transform, and comprehend artifacts and environments (e.g., Bødker, 1997;Cole & Engestrom, 1993;Kapetlinin, 199
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“A number of recent studies found that the contradictions may also take place because of the misalignment of academic calendars, institutionalized classroom scripts, methods of learning accreditation, academic socialization and technological access (Belz, 2002;Belz & Muller-Hartmann, 2003;O'Dowd, 2005;Thorne, 2003).”
From An activity theory perspective on student-reported contradictions in international telecollaboration (2007) · cites this paper as Thorne, 2003
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“Thorne (2003), for example, in his study demonstrates how the learners' relationship with physical contexts and computers may facilitate contradictions.”
From An activity theory perspective on student-reported contradictions in international telecollaboration (2007) · cites this paper as Thorne, 2003
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“Internet communication tools are often”
From An activity theory perspective on student-reported contradictions in international telecollaboration (2007) · cites this paper as Thorne, 2003
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“Thorne (2003) and Wertsch, Minick, and Arns (1984) showed how the same task is implemented differently by means of available tools across different socio-cultural contexts.”
From An activity theory perspective on student-reported contradictions in international telecollaboration (2007) · cites this paper as Thorne, 2003
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“The most recent studies on telecollaboration (Belz, 2001(Belz, , 2002(Belz, , 2003;;Belz & Muller-Hartmann, 2003;Belz & Thorne, 2006;Chase, Macfadyen, Reeder & Roche, 2002;Kramsch & Thorne, 2002;O'Dowd, 2003O'Dowd, , 2005;;Schneider & von der Emde, 2006;Thorne, 2003Thorne, , 2006;;Ware, 2005) explore the kinds of cultural contact afforded by a technological medium.”
From An activity theory perspective on student-reported contradictions in international telecollaboration (2007) · cites this paper as Thorne, 2003
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“Thorne concludes that radically different cultures-of-use of Internet communication was one of the major reasons for the tension between the French and American students.”
From An activity theory perspective on student-reported contradictions in international telecollaboration (2007) · cites this paper as Thorne, 2003
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“These studies emphasize the importance of physical contexts consisting of mediating tools and other people in shaping an online interaction.”
From An activity theory perspective on student-reported contradictions in international telecollaboration (2007) · cites this paper as Thorne, 2003
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“These contradictions were catalyzed by the clash of curricula versus interactive learning paradigms (Lemke, 1998): the outcomes of different cultures-of-use of computer technologies (Thorne, 2003), instructors' mediation, and resources available to learners within their broader sociocultural contexts.”
From An activity theory perspective on student-reported contradictions in international telecollaboration (2007) · cites this paper as Thorne, 2003
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“Thorne (2003) argues that for successful intercultural and international telecollaboration to take place and in order for Internet-mediated interpersonal or hyperpersonal relationships to develop, there should be certain minimum alignment of cultures-of-use.”
From An activity theory perspective on student-reported contradictions in international telecollaboration (2007) · cites this paper as Thorne (2003)
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“AT can help illuminate challenges related to cultures of use of tools (see Thorne, 2003) occurring when students 'approach [a] new task with old habits' (Blin, 2004, p. 167).”
From Using activity theory and its principle of contradictions to guide research in educational technology (2008) · cites this paper as Thorne, 2003
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“…(Bruen & Sudhershan, 2015; Hertel, 2003; Lee, 2007; O’Dowd, 2003; Schenker, 2012; Tian & Wang, 2010; Wang, Zou, Wang & Xing, 2013), one-to-multiple groups (Itakura, 2004; MenardWarwick, Heredia-Herrera & Palmer, 2013; Thorne, 2003), or multiple-to-multiple groups (Darhower, 2008; O’Dowd, 2000).”
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“Even students who are “digital natives” are not necessarily able to use online tools proficiently and to their best advantage for the purpose of learning (Jeffrey et al., 2011; Thorne, 2003), either because they are complacent about their existing skills or because the way they use the digital tools is not necessarily…”
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“, email, instant messenger, social network sites) promote the development and maintenance of connections, including business partnerships (Moen, Madsen, & Aspelund, 2008; Moller & Svahn, 2004), romantic relationships (Parks & Floyd, 1994), and learning groups (Thorne, 2003), in a convenient and affordable manner betwe…”
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“This seems to contradict Thorne (2003), who argues that email has become an antiquated means of communication for peer-to-peer communication, and that American undergraduates who participated in telecollaboration were more likely to use AOL Instant Messenger (54).”
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Wang, S., & Kim, D. (2014) · IALLT Journal of Language Learning Technologies · doi:10.17161/iallt.v44i1.8534 · Cited by 10
Non-Native Speaker Interaction Management Strategies in a Network-Based Virtual Environment.
Peterson, M. (2008) · The Journal of Interactive Learning Research · Cited by 10
Hirotani, M., & Lyddon, P. A. (2013) · Foreign Language Annals · doi:10.1111/flan.12044 · Cited by 10
Studying Unemployment Effects on Mental Health: Social Media versus the Traditional Approach
Ahmed, S., Rajput, A., Sarirete, A., Aljaberi, A., Alghanem, O., & Alsheraigi, A. (2020) · Sustainability · doi:10.3390/su12198130 · Cited by 8
“This goes to the RQ1 above and is consistent with the finding of [10] where the authors argued that social media has played a role in propagation of language—English in this case.”
BackgroundResultStudent Language Teachers as Intercultural Learners in CMC-Based Project Work
Fuchs, C. (2007) · Journal of Intercultural Communication · doi:10.36923/jicc.v7i1.431 · Cited by 10
Fagerlund, T. (2012) · Jyväskylä University Digital Archive (University of Jyväskylä) · Cited by 10
Ekin, S. (2025) · International Journal of Qualitative Methods · doi:10.1177/16094069251316743 · Cited by 9
“Earlier studies showed implications of VE for improving reading and writing skills of L2 students (Thorne, 2003).”
Mohsen, M. A., Althebi, S., & Qadhi, S. M. (2025) · European Journal of Education · doi:10.1111/ejed.70051 · Cited by 9
ESAP Students’ Perceptions of Skills Learning in Computer-Mediated Intercultural Collaboration
Lindner, R. (2011) · International Journal of Computer-Assisted Language Learning and Teaching · doi:10.4018/ijcallt.2011040103 · Cited by 9
ICT in Foreign Language Teaching and Learning: Benefits and Challenges
Dedja, M. (2017) · European Journal of Language and Literature · doi:10.26417/ejls.v2i1.p42-47 · Cited by 9
Intercultural Learning in Pre-mobility Teletandem
Cappellini, M. A., & Macré, N. (2020) · Recherche et pratiques pédagogiques en langues de spécialité · doi:10.4000/apliut.7449 · Cited by 9
Reinhardt, J. S., & Ryu, J. (2014) · IGI Global eBooks · doi:10.4018/978-1-4666-6042-7.ch026 · Cited by 9
Construction of L1/L2 use in informal social networks: A study of learners of Japanese in Australia
Kurata, N. (2014) · Linguistics and Education · doi:10.1016/j.linged.2014.06.003 · Cited by 9
Learning Language Through Facebook
Leier, V. (2017) · International Journal of Computer-Assisted Language Learning and Teaching · doi:10.4018/ijcallt.2017070103 · Cited by 9
Distance Education for Second and Foreign Language Learning
Blake, R. (2017) · Springer eBooks · doi:10.1007/978-3-319-02237-6_13 · Cited by 9
Chen, H.-I. (2012) · UA Campus Repository (The University of Arizona) · Cited by 8
Exploring students’ perceptions and affordances of Google docs-supported collaborative writing
Alsahil, A. A. (2024) · Innovation in Language Learning and Teaching · doi:10.1080/17501229.2024.2326030 · Cited by 8
“Similarly, Thorne (2003) noted that students used chat instead of e-mail in tele-collaborative projects because they thought the latter was more formal.”
Massively Semiotic Ecologies and L2 Development: Gaming Cases and Issues
Thorne, S. L. (2012) · Communications in computer and information science · doi:10.1007/978-3-642-33814-4_3 · Cited by 8
“and the practices they mediate co-evolve (Thorne, 2003).”
BackgroundSelf-citationDigital Discourses Research and Methods
Hafner, C. A. (2018) · Palgrave Macmillan UK eBooks · doi:10.1057/978-1-137-59900-1_18 · Cited by 8
Virtual Worlds and Second Language Acquisition
Jáuregi, K., Canto, S., & Melchor-Couto, S. (2022) · Routledge eBooks · doi:10.4324/9781351117586-27 · Cited by 8
Negotiating pre-service EFL teachers’ identity orientations through telecollaboration
Eren, Ö. (2022) · Innovation in Language Learning and Teaching · doi:10.1080/17501229.2022.2085280 · Cited by 8
“…telecollaboration as a ‘high-stakes context’ with real outcomes, rather than poor substitutes to traditional language education in classrooms (Thorne 2003; O’Dowd 2021), we believe that is crucial to integrate telecollaboration as a part of the wider teaching curriculum on intercultural…”
BackgroundThe value of mediation for task design and implementation in a US-China virtual exchange
Fuchs, C., Snyder, B., & Tung, B. (2022) · Journal of virtual exchange · doi:10.21827/jve.5.38197 · Cited by 8
“For instance, studies on cultures-of-use (Thorne, 2003, 2016) have pointed to the need to consider participants’ technological socialization, i.e. if and how they have become familiar with using some technology tools but not others (Fuchs, 2019).”
BackgroundA Spanish-Finnish Telecollaboration to Develop Intercultural Competence and Learner Autonomy
Vurdien, R., & Puranen, P. (2016) · International Journal of Computer-Assisted Language Learning and Teaching · doi:10.4018/ijcallt.2016070103 · Cited by 8
The Influence of Integrating Technology in Language Learning Courses
Chen, Y. (2011) · KU ScholarWorks (The University of Kansas) · Cited by 8
A Critical Review of Social Networks for Language Learning Beyond the Classroom
Zourou, K. (2019) · Wiley eBooks · doi:10.1002/9781119472384.ch24 · Cited by 10
Behind the scenes: exploring learners’ collaborative writing interactions and strategies
Alsahil, A. A. (2022) · Computer Assisted Language Learning · doi:10.1080/09588221.2022.2157444 · Cited by 7
“Thorne (2003) stated that ‘individual and collective experience is shown to influence the way students engage in internet-mediated communication with consequential outcomes for both the process and products of language development’ (p. 38).”
InfluentialMediating factors in telecollaborative exchanges among secondary-school global partners
Sardegna, V. G., Berardo, E., & Salazar, C. (2024) · System · doi:10.1016/j.system.2024.103582 · Cited by 7
An application of wikis for mediated collaborative learning to Spanish L2
Martinez-Carrillo, C., & Pentikousis, K. (2008) · Internet, Multimedia Systems and Applications · Cited by 7
Probing an Information and Wired Environment in Italy's Piedmont Region
Occelli, S. (2008) · Journal of Urban Technology · doi:10.1080/10630730802402007 · Cited by 7
Engineering conditions of possibility in technology-enhanced language learning
Thorne, S. L. (2016) · Language studies, science and engineering · doi:10.1075/lsse.2.11tho · Cited by 7
Self-citationSocial Networking Sites and Language Education
Reinhardt, J. S. (2017) · Springer eBooks · doi:10.1007/978-3-319-02237-6_30 · Cited by 7
Télécollaboration et formation de formateurs en langues au tutorat en ligne – Un état de l'art
Cappellini, M. A. (2020) · Alsic · doi:10.4000/alsic.4642 · Cited by 11
“La suggestion de Kern et Develotte (2018, p. 9) d'élaborer des cadres pour appréhender une écologie des interactions, qu'il faut, à notre sens, croiser avec la notion de culture d'usage (culturesof-use, Thorne, 2003, 2016) nous semble particulièrement pertinente.”
Background(Re)Designing Augmented Reality Applications to Facilitate Intercultural Telecollaborations
Hadjistassou, S. K., Avgousti, M. I., & Louca, P. (2021) · Journal of Learning for Development · doi:10.56059/jl4d.v8i1.413 · Cited by 8
“For instance, Thorne (2003) delves into the use of “chat” sessions in preparation for engagement in intercultural exchanges with lyceé students in France on socially and culturally impassionate issues, racism and stereotypes”
BackgroundMethodInfluentialKnowledge and Skill Development Through Intercultural Virtual Exchange
Guo, Z., Wang, P., & Guo, Z. (2022) · International Journal of Computer-Assisted Language Learning and Teaching · doi:10.4018/ijcallt.314946 · Cited by 7
Cross-cultural instructional design: A framework for multilingual and interdisciplinary education
Akintayo, O. T., Eden, C. A., Ayeni, O. O., & Onyebuchi, N. C. (2024) · International Journal of Applied Research in Social Sciences · doi:10.51594/ijarss.v6i5.1101 · Cited by 7
Social networking: Developing intercultural competence and fostering autonomous learning
Vurdien, R. (2014) · EUROCALL Conference · doi:10.14705/rpnet.2014.000252 · Cited by 7
“Judging from the participants’ reaction to their engagement in the tasks they performed, internet-based activities may be considered meaningful in the learning process and can increase students’ motivation (Thorne, 2003; Ware, 2005).”
Background
Metadata
- Authors
- Thorne, S. L.
- Affiliations
- Portland State University (US)
- Corresponding author
- Thorne, Steven L.
- ORCID
- Thorne, Steven L.
- Venue
- Language Learning & Technology
- Published
- 2003-05-01
- Volume
- 7
- Issue
- 2
- Pages
- 38-67
- ISSN
- 1094-3501 (ISSN-L)
- OpenAlex
- W2109217363
- Cited by
- 573
- References
- 101
- Citations by year
- 2026: 13 · 2025: 13 · 2024: 17 · 2023: 17 · 2022: 22 · 2021: 18 · 2020: 19 · 2019: 21 · 2018: 25 · 2017: 33 · 2016: 57 · 2015: 20 · 2014: 35 · 2013: 35 · 2012: 41
- FWCI
- 80.37
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- Locations
- Language learning & technology (publishedVersion, cc-by-nc-nd)
- PDXScholar (Portland State University) (submittedVersion)
- ScholarSpace (University of Hawaii at Manoa) (submittedVersion)
- Language learning & technology (cc-by-nc-nd)
- Funders
- U.S. Department of Education
- University of Pennsylvania
- Pennsylvania State University
- Topics
- Social Sciences › Communication › Language, Communication, and Linguistic Studies
- Social Sciences › Linguistics and Language › Digital Communication and Language
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Keywords
- intercultural communication, cultural artifacts, computer-mediated communication, foreign language learning, hyperpersonal communication, email, interpersonal dynamics, language development, digital communication tools, cross-cultural collaboration, pragmatic development
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