Abstract:

This is a phenomenological study of conceptions of intercultural communication (IC) in the context of English as a Second Language (ESL) education. Frameworks of IC in language learning are common, but applying theories to shifting populations of multicultural ESL classes is problematic. Additional skills and literacies required by a blended environment create further challenges. Little research has been carried out on conceptions of ESL learners in such situations. In this phenomenological study, learner conceptions of online intercultural communication emerge from the qualitative data analysis of three student interviews. Some similarities with related studies are found, along with conceptions that indicate areas of commonality across cultures. Recommendations for further study in blended ESL learning are put forward with a view to establishing a more robust framework that takes account of the multicultural and multimedia environment of many ESL learners.

Keywords:

Intercultural communication, ESL, conceptions, blended learning.