Hostname: page-component-78c5997874-94fs2 Total loading time: 0 Render date: 2024-11-03T08:14:27.334Z Has data issue: false hasContentIssue false
  • English
  • Français

A study of learners’ perceptions of online intercultural exchange through Web 2.0 technologies

Published online by Cambridge University Press:  19 March 2014

Lina Lee  and
Alfred Markey
Lina Lee
Affiliation:
University of New Hampshire, USA (email: [email protected])
Alfred Markey
Affiliation:
Universidad de León, Spain (email: [email protected])
Get access Rights & Permissions [Opens in a new window]

Abstract

This paper reports a Spanish-American telecollaborative project through which students used Twitter, blogs and podcasts for intercultural exchange over the course of one semester. The paper outlines the methodology for the project including pedagogical objectives, task design, selection of web tools and implementation. Using qualitative and quantitative data collection, the study explored how the application of Web 2.0 facilitated cross-cultural communication. How the use of digital technology affected the way in which the students viewed intercultural learning and peer feedback was examined. The findings showed that students viewed the online exchange as a superb venue for intercultural communication with native speakers. Through social engagements, students not only gained cultural knowledge but also became more aware of their own beliefs and attitudes toward their own culture. In addition, discussions on topics of tangible and intangible cultures afforded the opportunity to raise students’ awareness of cultural norms and practices. Peer feedback helped learners increase lexical knowledge, prevent language fossilization, and acquire native-sounding discourse. The study suggests that allocating sufficient time to complete each task and making personal commitment to online contributions are essential to successful intercultural exchanges.

Keywords

Intercultural learningtelecollaborationWeb 2.0task designpeer feedback
Type
Regular papers
Information
ReCALL , Volume 26 , Issue 3 , September 2014 , pp. 281 - 297
Copyright
Copyright © European Association for Computer Assisted Language Learning 2014 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Antenos-Conforti, E. (2009) Microblogging on twitter: social networking in intermediate Italian classes. In: Lomicka, L. and Lord, G. (eds.), The Next Generation: Social Networking and Online Collaboration in Foreign Language Learning. San Marcos, TX: Computer Assisted Language Instruction Consortium, 59–90.Google Scholar
Basharina, O., Guardado, M. and Morgan, T. (2008) Negotiating differences: Instructors’ reflections on tensions in international telecollaboration. The Canadian Modern Language Review, 65(2): 275–305.Google Scholar
Belz, J. A. (2002) Social dimensions of telecollaborative foreign language study. Language Learning & Technology, 6(1): 60–81.Google Scholar
Belz, J. A. (2007) The development of intercultural communicative competence in telecollaborative partnerships. In: O’Dowd, R. (ed.), Online Intercultural Exchange: An Introduction for Foreign Language Teachers. Clevedon, UK: Multilingual Matters Ltd., 127–166.Google Scholar
Belz, J. A. and Müller-Hartmann, A. (2003) Teachers as intercultural learners: Negotiating German-American telecollaboration along the institutional fault line. The Modern Language Journal, 87(1): 71–89.CrossRefGoogle Scholar
Belz, J. A. and Thorne, S. L. (eds.) (2006) Internet-mediated intercultural foreign language education. Boston: Thomson Heinle and Heinle.Google Scholar
Bennett, M. (1993) Towards ethnorelativism: A development model of intercultural sensitivity. In: Paige, M. (ed.) Education for the Intercultural Experience. Yarmouth, ME: Intercultural Press, 21–71.Google Scholar
Bennett, J. M. and Bennett, M. J. (2004) Developing intercultural sensitivity: An integrative approach to global and domestic diversity. In: Landis, D., Bennett, J. and Bennett, M. (eds.), Handbook of Intercultural Training. Thousand Oaks: Sage, 147–165.CrossRefGoogle Scholar
Byram, M. (1997) Teaching and assessing intercultural communicative competence. Clevendon, UK: Multilingual Matters.Google Scholar
Byram, M. (2000) Assessing intercultural competence in language teaching. Sprogforum, 18(6): 8–13.Google Scholar
Chun, D. (2011) Developing intercultural communicative competence through online exchanges. CALICO Journal, 28(2): 392–419.Google Scholar
Ducate, L. and Lomicka, L. (2008) Adventures in the blogosphere: from blog readers to blog writers. Computer Assisted Language Learning, 21(1): 9–28.CrossRefGoogle Scholar
Dussias, P. E. (2006) Morphological development in Spanish–American telecollaboration. In: Belz, J. and Thorne, S. (eds.), Internet-Mediated Intercultural Foreign Language Education. Boston, MA: Thomsen & Heinle, 121–146.Google Scholar
Genet, R. (2010) The soliya connect program at ENSIMAG, France. In: Guth, S. and Helm, F. (eds.), Telecollaboration 2.0: Language, Literacy and Intercultural Learning in the 21st Century. Bern: Peter Lang, 374–399.Google Scholar
Guth, S. and Helm, F. (eds.) (2010) Telecollaboration 2.0: language, literacy and intercultural learning in the 21st century. Bern: Peter Lang.Google Scholar
Guth, S. and Marini-Maio, N. (2010) Close encounters of a new kind: The use of Skype and wiki in telecollaboration. In: Guth, S. and Helm, F. (eds.), Telecollaboration 2.0: Language, Literacy and Intercultural Learning in the 21st Century. Bern: Peter Lang, 413–426.CrossRefGoogle Scholar
Hauck, M. (2007) Critical success factors in a TRIDEM exchange. ReCALL, 19(2): 202–223.Google Scholar
Jin, L. and Erben, T. (2007) Intercultural learning via instant messenger interaction. CALICO Journal, 24(2): 291–311.Google Scholar
Kinginger, C. and Belz, J. (2005) Socio-cultural perspectives on pragmatic development in foreign language learning: Microgenetic and ontogenetic case studies from tele-collaboration and study abroad. Intercultural Pragmatics, 2(4): 369–422.Google Scholar
Lee, L. (2008) Focus-on-form through collaborative scaffolding in expert-to-novice online interaction. Language Learning & Technology, 12(3): 53–72.Google Scholar
Lee, L. (2009) Promoting intercultural exchanges with blogs and podcasting: A study of Spanish-American telecollaboration. Computer Assisted Language Learning, 22(5): 425–443.CrossRefGoogle Scholar
Lee, L. (2010) Fostering reflective writing and interactive exchange through blogging in an advanced language course. ReCALL, 22(2): 212–227.Google Scholar
Lee, L. (2011a) Focus on form through peer feedback in a Spanish-American telecollaborative exchange. Language Awareness, 20(4): 343–357.Google Scholar
Lee, L. (2011b) Blogging: Promoting learner autonomy and intercultural competence through study abroad. Language Learning & Technology, 15(3): 87–109.Google Scholar
Lee, L. (2012) Engaging study abroad students in intercultural learning through blogging and ethnographic interviews. Foreign Language Annals, 45(1): 7–21.CrossRefGoogle Scholar
Levy, M. and Stockwell, G. (2006) CALL dimensions. Options and issues in computer-assisted language learning. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Lomicka, L. and Lord, G. (2009) Introduction to social networking, collaboration, and Web 2.0 tools. In: Lomicka, L. and Lord, G. (eds.), The Next Generation: Social Networks and Online Collaboration in Foreign Language Learning. San Marcos, TX: CALICO, 1–11.Google Scholar
Lomicka, L. and Lord, G. (2012) A tale of tweets: Analyzing microblogging among language learners. System, 40(1): 48–63.Google Scholar
Müller-Hartmann, A. (2000) The role of tasks in promoting intercultural learning in electronic learning networks. Language Learning & Technology, 4(2): 129–147.Google Scholar
Murray, L. and Hourigan, T. (2008) Blogs for specific purposes: expressivist or socio cognitivist approach? ReCALL, 20(1): 82–97.Google Scholar
O’Dowd, R. (2003) Understanding the “other side”: Intercultural learning in a Spanish English-e-mail exchange. Language Learning & Technology, 7(2): 118–144.Google Scholar
O’Dowd, R. (ed.) (2007) Online intercultural exchange: An introduction for foreign language teachers. Clevedon: Multilingual Matters.Google Scholar
O’Dowd, R. and Eberbach, K. (2004) Guides on the side? Tasks and challenges for teachers in telecollaborative projects. ReCALL, 16(1): 129–144.Google Scholar
O’Dowd, R. and Ritter, M. (2006) Understanding and working with ‘failed communication’ in telecollaborative exchanges. CALICO Journal, 23(3): 623–642.Google Scholar
O’Dowd, R. and Ware, P. (2009) Critical issues in telecollaborative task design. Computer Assisted Language Learning, 22(2): 173–188.Google Scholar
O’Rourke, B. (2005) Form-focused interaction in online tandem learning. CALICO Journal, 22(3): 433–466.Google Scholar
Pinkman, K. (2005) Using blogs in the foreign language classroom: Encouraging learner independence. The JALT CALL Journal, 1(1): 12–24.Google Scholar
Rosell-Aguilar, F. (2007) Top of the pods - In search of a podcasting ‘podagogy’ for language learning. Computer Assisted Language Learning, 20(5): 471–492.Google Scholar
Schenker, T. (2012) Intercultural competence and cultural learning through telecollaboration. CALICO Journal, 29(3): 449–470.CrossRefGoogle Scholar
Stockwell, E. S. and Stockwell, G. (2003) Using email for enhanced cultural awareness. Australian Language Matters, 11(1): 3–4.Google Scholar
Thorne, S. L. (2003) Artifacts and cultures-of-use in intercultural communication. Language Learning & Technology, 7(2): 38–67.Google Scholar
Wang, S. and Vásquez, C. (2012) Web 2.0 and second language learning: What does the research tell us? CALICO Journal, 29(3): 412–430.Google Scholar
Ware, P. (2005) ‘Missed’ communication in online communication: Tensions in a German-American telecollaboration. Language Learning & Technology, 9(2): 64–89.Google Scholar
Ware, P. and Kramsch, C. (2005) Toward an intercultural stance: Teaching German and English through telecollaboration. Modern Language Journal, 89(2): 190–205.Google Scholar
Ware, P. and O’Dowd, R. (2008) Peer feedback on language form in telecollaboration. Language Learning & Technology, 12(1): 43–63.Google Scholar