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Fostering and assessing language learners' cultural understanding is a daunting task, particularly at the early stages of language learning with target language instruction. The purpose of this study was to explore the development of beginning French language learners' intercultural understanding in a computer‐mediated environment where students discussed online cultural instruction among peers, in English, outside of formal instructional time. Discourse analyses of the discussion transcripts revealed sizeable growth in learners' development of intercultural sensitivity in response to different types of online instructional materials. Volunteer participants provided additional insight into the influences of the instructional materials on changes in their worldviews in post‐discussion interviews. In addition to providing evidence of effective uses of technology to resolve conflicts between target language use and deep cultural learning in the beginning world language curriculum, findings from this study document the application of an assessment model used to measure learners' development of intercultural understanding.

This study extends current research about L2 hypermedia texts by investigating the combined use of audiovisual features including: (a) Contextualized images, (b) rollover translations, (c) cultural information, (d) audio explanations and (e) comprehension check exercises. Specifically, student perceptions of hypermedia readings compared to traditional print texts are investigated in this study to address theoretical concerns that the combined use of multiple audiovisual annotations might split learners' attention from their reading comprehension. Additionally, student perceptions of the usefulness of the annotation features afforded by the hypermedia texts were investigated. Data were collected from 70 French language learners across four intermediate and advanced French courses at a large Midwestern research university. Participants in each course were assigned hypermedia readings, each of which being paired with an analogous traditional print reading of the same genre, with a similar word count and reading difficulty level, followed by a format preference survey. Results from data analysis of the format preference surveys showed statistically significant differences for user preference of the hypermedia texts and a user belief that the hypermedia format facilitated reading comprehension with less effort than print readings. Research findings about the reported usefulness of the annotation features are situated within Mayer's (2005) cognitive theory of multimedia learning. Directions for future research into the optimal design of hypermedia texts are discussed.

Since the emergence of models and frameworks for college and university internationalization in the early 1990s, post-secondary world language education has remained a core dimension of internationalization in theory (American Council on Education, no date; Association of American Colleges and Universities, 2007; Hudzik, 2011; Rudzki, 1995; Spencer-Oatey and Dauber, 2016). Yet a report by the American Council on Education (ACE, 2017) found that, in actuality, most institutions have afforded little attention to developing students’ second language proficiency despite the considerable benefits of language learning experiences to prepare learners for the challenges of a global workforce in the 21st century. This article argues that developing an informed intercultural mindset paired with proficiency in at least one language other than English is essential for graduates to take advantage of the many professional, societal, and educational opportunities of today’s global community. To this end, we urge internationalizing post-secondary institutions with an interest in providing students with second language skills and the relevant educational experiences for which leading language organizations consistently advocate (American Council on the Teaching of Foreign Languages, 2015a, 2015b; Modern Language Association, 2007).

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