Acceso usuarios
Stephanie Lindemann, Kobe Ashley, Sarah Pinard, Hyeseung Jeong
Communication requires cooperative strategies by all interlocutors. Nevertheless, US undergraduate students’ complaints about multilingual international teaching assistants (ITAs) have typically led to training and assessment for ITAs, although the undergraduates may also benefit from training in global communication. The few previous undergraduate-training attempts have generally been too intensive to offer widely and did not investigate data from international undergraduates. The current study reports on a one-hour, completely online training at a US university addressing domestic and international undergraduates’ attitudes, comprehension, and strategies relevant to global communication; it analyzes participant responses to the strategies portion. According to their own ratings, participants in the treatment group (N = 534) were more likely than a control group (N = 528) to intend to use collaborative strategies with an international instructor. Positive correlations between international or multilingual background and willingness to use collaborative strategies were low, suggesting that international students may also benefit from training. Communicative strategies proposed by the students in response to open-ended questions differed for one-on-one vs. in-class communication and suggested ways of improving training to model collaborative behaviors.
