The Use of Questions in a Synchronous Intercultural Online Exchange Project

Autor/in	Yang, Rong
Titel	The Use of Questions in a Synchronous Intercultural Online Exchange Project
Quelle	In: ReCALL, 30 (2018) 1, S.112-130 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Rong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-3440
Schlagwörter	Synchronous Communication; Computer Mediated Communication; Second Language Learning; Second Language Instruction; Chinese; Intercultural Communication; Cultural Education; Exchange Programs; Constructivism (Learning); English (Second Language); Thinking Skills; Critical Thinking; Reflection; Cultural Awareness; Learning Theories; North Americans; Asians; Foreign Countries; China + Suchen Sie Ihr Suchwort? Computerkonferenz; Zweitsprachenerwerb; Fremdsprachenunterricht; China; Chinesen; Interkulturelle Kommunikation; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Exchange programme; Exchange program; Exchange programmes; Austauschprogramm; English as second language; English; Second Language; Englisch als Zweitsprache; Denkfähigkeit; Kritisches Denken; Cultural identity; Kulturelle Identität; Learning theory; Lerntheorie; Asian; Asiat; Asiatin; Asiaten; Asiate; Ausland
Abstract	In this digital era, online intercultural exchange has gained increased popularity in language and culture education. However, concerns arise over its productiveness and efficacy in engaging participants cognitively. In addition, there is a paucity of research on out-of-classroom synchronous online exchange projects, let alone those involving Chinese English learners and English-speaking Chinese learners. Guided by the social constructivist theory, this study examined the productiveness of a small-scale intercultural online exchange project from its quality dimension measured by the participants' use of questions. The purpose was to gain a better understanding of the dynamics and educational value of online synchronous text communication in language and culture learning. Participants were six English learners from China and six English-speaking Chinese learners from the U.S. Unlike many previous intercultural exchanges, this project was entirely independent from the curricula on both sides. Within a certain time frame, participants chose when and where exactly the synchronous text chat took place. Data analyses focused on the self-generated questions found in chat logs. Although participants seemed to self-generate more lower-order than higher-order thinking questions, the latter were frequently used in the process of online discussion to engage learners from both sides in critical thinking and self-reflection. Differences in the use of questions were found across dyads, languages, and groups of participants. Implications for future research and project design were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01