英文為國際通用語之跨國交流：同步與非同步討論的認知歷程與觀點

English as a Lingua Franca Exchange: Exploring Cognitive Process and Learner Perceptions via Tex-tBased Synchronous and Asynchronous Computer-Mediated Communication

隨著全球化與科技日新月異，英語學習者使用多元同步與非同步應用程式工具已與日常生活緊密連結。而此科技優勢跨越英語為非母語者的國界藩籬，更促進英文為國際通用語之跨國交流趨勢。因此，本研究目標著重探討學生參與課外跨文化交流學習社群中，同步與非同步文字交流的認知歷程與網路跨國交流經驗觀點。為此，本研究使用實務探究模式與滯後序列分析檢驗認知歷程模式，審視為期一學期的臺灣和韓國大學生在分組臉書社群與即時通訊軟體進行日常與文化相關議題探討。研究結果顯示，學生在同步與非同步跨文化溝通中皆有較多相似的認知模式。然而，相較於同步討論，非同步討論中則顯示稍多高層次認知資訊內容。

Technological innovations of computer-mediated communication tools have quickened the pace and dissolved the geographical boundaries for online intercultural exchanges among non-native English speakers around the globe. Prior intercultural studies of computer-mediated communication exchanges via synchronous and asynchronous computer-mediated communication have focused mainly on exchanges between native and non-native English speakers and less on those among non-native English speakers. Therefore, this study aims to discover the cognitive process and perceptions of text-based synchronous and asynchronous intercultural computer-mediated communication of undergraduate English as a foreign language students in Korea and Taiwan. For the study, students were required to communicate on a regular basis to understand and compare different cultural dimensions through asynchronous and synchronous communication tools. Based on the practical inquiry model and lag sequential analysis, the findings revealed that more similarities than differences were observed in cognitive process from both communication modes (e.g. exploration). Nevertheless, higher-order thinking (e.g. integration, resolution) was found more frequently in asynchronous than synchronous intercultural exchanges.