Blended Learning to Foster EFL College Students' Global Literacy

Autor/inn/en	Yang, Yu-Fen; Kuo, Nai-Cheng
Titel	Blended Learning to Foster EFL College Students' Global Literacy
Quelle	In: Computer Assisted Language Learning, 36 (2023) 1-2, S.81-102 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Yu-Fen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2021.1900874
Schlagwörter	Blended Learning; English (Second Language); College Students; Second Language Learning; Intercultural Communication; Global Approach; Student Journals; Student Attitudes; Reading Comprehension; Listening Comprehension; Foreign Countries; Language Teachers; Tutors; Thinking Skills; Language Tests; Taiwan; Test of English for International Communication + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Collegestudent; Zweitsprachenerwerb; Interkulturelle Kommunikation; Globales Denken; Studentenzeitung; Schülerverhalten; Leseverstehen; Hörverständnis; Ausland; Language teacher; Sprachunterricht; Förderlehrer; Lehrender; Tutor; Denkfähigkeit; Language test; Sprachtest
Abstract	Few studies on higher education focus on how English as a Foreign Language (EFL) college students may enhance their global literacy through cross-cultural communication. This mixed methods research reports on a blended learning program with cross-cultural communication to foster EFL college students' global literacy. A sample of 97 EFL college students volunteered to participate in a large-sized onsite English course with one-on-one online discussions between college students and teachers from different countries. Scores of the pre- and post-tests on English listening and reading proficiency were collected and analyzed by Statistical Package for the Social Sciences (SPSS), while the students' reflective journals and open-ended questionnaires were collected and analyzed by content analysis. The results revealed that the blended learning activities prompted the EFL college students to develop global literacy as they were engaged in cross-cultural communication by establishing online social connections with English teachers who were from different cultural backgrounds. These students might construct new knowledge in aspects of intellectual skills/knowledge, social/cultural competencies, and ethical disposition. Based on these, the students further provided both critical (reasoning and analysis) and creative feedback (giving suggestions) on global issues (global literacy). The pre- and post-test results verified their self-reported statements from the reflective journals that their English listening and reading proficiency improved. This blended learning program opens a door for EFL college students to the world where they may build, use, and share new knowledge with global literacy, leading to learners' autonomy and English skills improvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01