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.

中文翻译：

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“ITA问题”还是机遇？美国一所大学的在线全球沟通培训提高本科生对协作策略的使用


沟通需要所有对话者的合作策略。尽管如此，美国本科生对多语言国际助教 (ITA) 的抱怨通常会导致对 ITA 的培训和评估，尽管本科生也可能从全球传播培训中受益。之前的几次本科生培训尝试通常过于密集，无法广泛提供，也没有调查国际本科生的数据。当前的研究报告了在美国大学进行的一小时完全在线培训，内容涉及国内和国际本科生与全球传播相关的态度、理解和策略；它分析参与者对策略部分的反应。根据他们自己的评分，治疗组的参与者 (N = 534) 比对照组 (N = 528) 更有可能打算与国际讲师使用合作策略。国际或多语言背景与使用协作策略的意愿之间的正相关性较低，这表明国际学生也可能从培训中受益。学生在回答开放式问题时提出的沟通策略对于一对一沟通和课堂沟通有所不同，并提出了改进培训以模拟协作行为的方法。