Computer-mediated communication (CMC) has been argued to cause (mis)communication issues. Research and practice suggest a range of tactics and strategies for educators focused on how to encourage and foster communication in a virtual learning environment (VLE) (eg, Salmon). However, while frameworks such as Salmon's support the effective development of online communication and collaboration between students, they are not sufficient to address intercultural issues. In this paper, research data are used to develop an argument that both native and non-native English-speaking students can use CMC successfully but that both groups experience challenges expressing themselves through written communication. Data collected from in-depth interviews and discourse analysis of textual datasets reveal that students felt obliged to write in an unfamiliar way because of the asynchronous mode of communication, the presence of the tutor and the design of the VLE. Ironically, these are elements that previous studies have proposed as benefits of CMC. Additionally, while national culture was important in intercultural communication, so too were students' educational and professional cultures, which are more commonly overlooked in studies of online communication.