ABSTRACT
Network technology has enabled us to realize multipoint connections on the Internet using video-conferencing systems that are blended with classroom activities. Assessing the use of this kind of integrative technology, however, has not been surveyed suffi ciently to inform and facilitate language learning in a multicultural distance class over broadband networks. This chapter discusses different pedagogical effects concerning learners’ awareness of cross-cultural understanding by comparing a two-point connection environment and a three-point connection environment. The analysis, based on questionnaires put to the participants, indicates that when placed in a three-point connection environment as opposed to a two-point connection environment, students with certain characteristics tend to participate more positively and with more awareness of cross-cultural understanding.
