This research proposal investigates the communication tool preferences of native English speakers (NES) and English as a second language (ESL) learners within global virtual teams, focusing on the interplay between communication frequency (CF), communication tools (CT), team conflict (TC), and identification (ID). The study posits three hypotheses: (H1) communication frequency is negatively correlated with team conflict, suggesting that increased CF reduces TC; (H2) higher communication frequency positively influences the use of information-dense communication tools, such as Zoom, over less dense tools like text messaging; and (H3) communication tool preferences differ based on identification—NES members shift from low-density tools (e.g., texts) in low-frequency settings to high-density tools (e.g., Zoom) in high-frequency settings to minimize conflict, while ESL members consistently prefer text-based tools across all frequencies to mitigate interaction tension and reduce conflict. Based on the data collected from 153 global virtual student teams which participated in the X-Culture project, we found that higher communication frequency will reduce team conflict across both groups, with NES members not showing any preferences on communication tools, while ESL members exhibit a persistent reliance on text-based tools to address linguistic and social challenges. These findings aim to deepen insights into effective communication strategies in linguistically diverse virtual teams, providing actionable guidance for enhancing collaboration in globalized educational and professional settings.
