This study investigated the role of native language in the context of online versus face-to-face learning environments. Findings from a mixed-methods analysis revealed that native language was a factor in distinguishing among the learning opportunities in these two classes. Data for the online course were 10 archived asynchronous discussions on its threaded bulletin board. Data for the face-to-face course were verbatim transcripts of audio-taped recordings made during 10 of the 15 class sessions. Non-native speakers were more passive in the face-to-face classroom leaving the native speakers to assume leadership characteristics. In the online environments, non-native speakers and native speakers participated more equally in the discussion. Findings suggested that difficulties experienced by non-native speakers during impromptu face-to-face discussions may be alleviated given more opportunities and time for reflective articulation.
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