Promoting Intercultural Learning through Synchronous Video Exchange: A Talk Abroad Case Study

Autor/in	Warner-Ault, Ann
Titel	Promoting Intercultural Learning through Synchronous Video Exchange: A Talk Abroad Case Study
Quelle	In: International Journal of Computer-Assisted Language Learning and Teaching, 10 (2020) 1, S.1-14, Artikel 1 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-7098
DOI	10.4018/IJCALLT.2020010101
Schlagwörter	Case Studies; Intercultural Communication; Second Language Learning; Second Language Instruction; Videoconferencing; Spanish; Speech Communication; Native Speakers; Oral Language; Language Proficiency; Cultural Awareness; Student Attitudes; Teaching Methods; International Educational Exchange; Synchronous Communication; Computer Mediated Communication; Web Based Instruction; Course Descriptions; Undergraduate Students; Foreign Countries; Program Descriptions; New Jersey; Spain; ACTFL Oral Proficiency Interview + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Interkulturelle Kommunikation; Zweitsprachenerwerb; Fremdsprachenunterricht; Spanisch; Muttersprachler; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Cultural identity; Kulturelle Identität; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Internationaler Austausch; Computerkonferenz; Web Based Training; Kursstrukturplan; Ausland; Spanien
Abstract	The current study explores utilizing the ACTFL cultural framework to structure synchronous video-based speaking activities and subsequent class discussions. The study includes 39 students in two sections of an intermediate-level college Spanish course who engaged in five 30-minute conversations with native speakers of Spanish via Talk Abroad during one semester. Quantitative and qualitative data from the semester suggest students' oral proficiency and critical cultural awareness improved. A comparison of survey data indicates that student-reported satisfaction and learning via Talk Abroad was comparable to that of virtual exchanges coordinated by professors during previous semesters. These findings suggest third-party providers can provide students a similar level of learning and engagement for less of an investment in time, technology, and institutional resources than has been reported in previous studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01