Developing Intercultural Competence through Study Abroad, Telecollaboration, and On-Campus Language Study

Autor/inn/en	Lee, Juhee; Song, Jayoung
Titel	Developing Intercultural Competence through Study Abroad, Telecollaboration, and On-Campus Language Study
Quelle	In: Language Learning & Technology, 23 (2019) 3, S.178-198 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3501
Schlagwörter	Cultural Awareness; Study Abroad; Intercultural Communication; Communicative Competence (Languages); Comparative Analysis; Second Language Learning; Second Language Instruction; Undergraduate Students; Korean; English (Second Language); Chinese; Student Attitudes; Essays; Reflection; Student Improvement; Teaching Methods; Foreign Countries; Computer Mediated Communication; Cooperative Learning; Spanish; French; Japanese; On Campus Students; South Korea; China; Spain; France + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Studies abroad; Auslandsstudium; Interkulturelle Kommunikation; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Koreanisch; English as second language; English; Second Language; Englisch als Zweitsprache; China; Chinesen; Schülerverhalten; Essay; Aufsatzunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Computerkonferenz; Kooperatives Lernen; Spanisch; Französisch; Japaner; Japanisch; Korea; Republik; Spanien; Frankreich
Abstract	Although a number of studies have investigated study abroad or telecollaboration separately, none to date has included both methods with the aim of differentiating their impacts on the development of intercultural communicative competence (ICC). Using mixed methods, the current study compared foreign language learners' perceived ICC development under three different conditions over 6 weeks: 1) a study-abroad program (n = 52) in Korea, China, Japan, France, and Spain designed for American undergraduates; 2) telecollaboration (n = 54) between Korean students of English and American students of Korean; and 3) on-campus language study (n = 44) among Korean students of English and American students of Chinese who were learning languages at their home institutions. Data from 150 students were collected from pre- and post-study questionnaires measuring cognitive, affective, and behavioral aspects of ICC; reflective writing; exit essays; and interviews. The results indicated that the study abroad and telecollaboration groups exhibited significant improvement in perceived cognitive, affective (engagement and confidence), and behavioral aspects of ICC over time, whereas the on-campus (control) group showed little change in any aspect of ICC. Although the study-abroad group displayed significantly higher levels of intercultural knowledge than the telecollaboration group, both groups showed similar degrees of improvement in the affective and behavioral aspects of ICC. We argue that online interactions with members of the target culture can be as beneficial as studying abroad and that it is at least more beneficial than traditional classroom language learning in the development of L2 learners' perceived ICC. (As Provided).
Anmerkungen	University of Hawaii National Foreign Language Resource Center. 1859 East-West Road #106, Honolulu, HI 96822. Tel: 808-956-9424; Fax: 808-956-5983; e-mail: llt@hawaii.edu; Web site: http://llt.msu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01