The two major forms of adjustment-related complex reported by responses influencing their academic success were academic and social constriction. The below figure derived the thematic layout of the same and which is applied in developing the final findings.
The above model depicts the direct impact of social culture on language learning using online media. The underlined subjects thereto are like; power distance, and uncertainty avoidance on personal cultural perspectives. The above variables are actually not absolute, since personnel within a culture might never fit as a while into their cultural learning and also they may in other forms be hypothesize. Instead, the learner’s propensities influence how people view online media of learning languages as more predominant or less predominant, hence impacting their attitude on certain media’s efficacy as detailed by Kastanakis and Voyer, (2014).
In simpler form, it is believed that there is sufficient evidence to evident the cultural expectations as well as state and impact on learner’s perspectives would partake precedence across the online media aspect potentiality when a person denotes his or her takes on cultural studies effectiveness. This would actually aid in describing the mixed outcomes for particular research streams, as underlined in the initial chapter of the journal. Since, cultural studies are influenced by the mode of communication, acknowledging the perspective of media efficacy and based media preferences calls for the inclusion of cultural set at communal and personal ground. Marton et al., (2004) portrays that cultural settings might hinder the utility of certain kinds of online media or the acceptance of contemporary media. Gumperz and Cook-Gumperz, (2008) denoted concern that as our learning progression is digitized to virtual practices, the application of this to culture studies and English language learning could possibly increase more issues in cross-cultural communication procedures since short of cues ideally when there are potential societal group cultures filter these interrelations through communication in online media.
Table 1
Results of learner’s attitude on English Learning through Online Media
Analysis the group as well as the mean and standard deviations, both U.S and Taiwanese respondents evident to portray minimal technological issues on using online media as way of learning English and cultural studies. Among a few drawbacks pin pointed from the table are that there is minimal or rather short of prior experience using online media with learners from the diverse cultures. On average, both respondents portrayed moderate comfort degree that is maintained at the same level upon the end of their digital group experiences. Other than the cultural settings of this group, learners started developing an urge of wishing the training and idea of learning in conjunction with learners from diverse cultures through online media could have come earlier. In average therefore, it is evident that both respondents believe that indeed moderate degree of learning English language with colleagues from different culture was influenced by the progression of online experiences.
On average, learners seem to that their online teaching and learning is arguably of benefit to their personnel and career progression and would consider equivalent digital learning of English and culture in the future. Nonetheless, the Western United group-the Taiwanese portrayed some positive digital learning experience of culture compared to their American respondents. Cross-tabulated outcome for number 9 presented two of five (40%) Taiwanese learners potentially agreed and three out of five (60%) concurred that their digital learning proficiencies was significant where five of the United States learners portrayed that their learning experience, was significant while the remaining 50% were somewhat neutral pertaining their experiences. With regards to fundamental differences between the two teams, Chi square test indicated zero significant difference for constituents 1 through the (9 (X2 = 5.91, df = 1, p = .015) was significant.
Three open ended survey were employed to explore learners’ attitude concerning cross-cultural interrelations and learning of language with different cultural group are detailed to be so deep. The outcome profoundly derived a group based diversifications where the foremost variable regarded the preference of learning media which are not limited to collaborative, independent, and lack of preference as well as the subjects of choices. Four of five (80%) Taiwanese learners indicated a preference for correlation interactions. American learners portrayed an equivalent preference, while another four regarded to learning in an independent way; the other 20% indicated lack of preferences. The above Table 1 indicates an insistence for learners taking studies on culture and language learning by nationality.
Table 2
Reasons for Communication media selection on language and culture learning
Table 2 above gives a description of learners replies with consideration to their nationality on their perspectives for most and least resourceful variables of the cross-cultural digital interrelations through language learning. The participants speculated more significant than non-significant aspects both the positive and negative ones as per to their experiences, although the Taiwanese learners denoted extensive explicit responses in the positive or rather significant category. Both teams portrayed the value in a manner which is directly correlated to the learning different cultures while studying the English language, although the Taiwanese learners posted perhaps the expectable responses.
They pin pointed the opportunity to create particular content knowledge as well as the learning of language and culture in online among the most resourceful responses of the proficiencies in learning through online media by the Western United states although they also identified a wide experience and life-culture experience since most resourceful aspects are centred on culture studies. The American learner’s responses basically reflected on their interest with regards to their opportunities to operate across the cultural boundaries. Considering what was least resourceful to learners in west united states, both participants focused what is termed as time constraints in conjunction with the development of real in-depth experiences. The American learners denoted the drawbacks in participation of subsequent key aspects.
From the above analysis and results, the findings entails how the Western United states response pattern might erupt from the effect of collectivism in Chinese cultural settings as evident by Kahneman and Tversky, (2013). American cultural approach on the other side is directed or guided by the independence and individualism might describe their form of understanding upon the study of culture and language learning.
The American assertion of division of labours with anticipated outcomes for personal responsibilities for independent parts of the general activities is regarded as cooperative and not collaborative learning of language and cultural studies, which is in accordance to Marton et al., (2004). Western united students reported to have been constrained by some online learning progression, more particularly with consideration to language applied and interrelations among the studied variables. Scouten and Meeuwesen, (2006) published that incidences of learner’s perceptions on self-face and collectivism portrays how English speakers normally initiate communication through comment-topic to begin with profound points, whilst the Asian speakers introduce conversation through topic-comment discourse form, inclusive of more detail before introducing the key points (Hall Haley and Ferro, 2011). This might depict the foremost texts or statement dispatched to the Western United students such as the Taiwanese learners in comparison to the American learners probably the shorter and more task oriented.