Differential equations: by H. S. Bear, Jr. 207 pages, 6 × 9 in. Reading (Mass.), Addison-Wesley Publishing Co., Inc., 1962. Price, $7.50

Abstract

In most online intercultural exchange activities involving English learning, students and classes in English-speaking countries serve as partners to English learners in expanding-circle countries. Most studies on such exchanges focus on participants' learning in language and/or culture. This study investigates something different: How do NNS-NNS/ELF (English as a lingua franca) online communication activities affect learners' belief of English, including their ideas of and attitude toward English native speakers, the cultures behind English language, and their identity and relationship with English. 58 Taiwanese students and 48 Indonesian students participated in the two-semester project using English as a lingua franca. Data includes questionnaires conducted before and after the experiences, students' correspondence records, messages they left in the online exchange forums, students' reflections after each semester, and students' retrospective interviews after the experience. Results indicate that although most students' beliefs about English remain consistent with the traditional NS-based ELT paradigm, students cared less about grammar after using English as a lingua franca in their written communication. Students gained confidence and started to perceive English as a language they may be able to use. Pedagogical implications and suggestions are also discussed.