초록 열기/닫기 버튼
The purpose of this study is to examine if a synchronous computer mediated communication (SCMC) is truly egalitarian in a culturally diverse ESL classroom. Twelve ESL learners from an intermediate conversation class in the English Language Program (ELP) at a university in the U.S. and their teacher participated in this study. The texts produced in the SCMC were analyzed to identify the interpersonal and intergroup dynamics among participants. In addition, the transcripts of the interviews were also analyzed to capture students' experiences of SCMC. Results showed that a discourse group consisting of five male students emerged at the beginning stage and they effectively exercised power by controlling group dynamics and the contents of the discourse. In particular, a number of abusive discourse produced by these male students excluded the other participants, especially three female participants including the teacher out of the conversation. Ironically, the SCMC became a power booster for five male learners at the cost of the other learners' empowerment. On the basis of analysis, I argue that computer networking does not necessarily facilitate egalitarian discourse by its nature; rather, it may strengthen pre-existed dominant discourse and may be used to discriminate against very people whom we expect to benefit most from its use.
키워드열기/닫기 버튼
CMC, egalitarianism, ESL
