Integrating the Soliya Connect Program into a Classroom Course on Critical Intercultural Communication

Autor/inn/en	Mason, Jonathan; Hachena, Narjess
Titel	Integrating the Soliya Connect Program into a Classroom Course on Critical Intercultural Communication
Quelle	In: Educational Action Research, 31 (2023) 1, S.118-134 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mason, Jonathan) ORCID (Hachena, Narjess)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2022.2137821
Schlagwörter	Intercultural Communication; Computer Mediated Communication; Action Research; Outcomes of Education; Student Attitudes; Positive Attitudes; Exchange Programs; Foreign Countries; Cultural Awareness; Teaching Methods; Humanities; Educational Benefits; Critical Thinking; Program Evaluation; English (Second Language); Second Language Learning; Second Language Instruction; Graduate Students; Masters Programs; Majors (Students); Course Descriptions; 21st Century Skills; Tunisia + Suchen Sie Ihr Suchwort? Interkulturelle Kommunikation; Computerkonferenz; Projektforschung; Lernleistung; Schulerfolg; Schülerverhalten; Exchange programme; Exchange program; Exchange programmes; Austauschprogramm; Ausland; Cultural identity; Kulturelle Identität; Teaching method; Lehrmethode; Unterrichtsmethode; Geisteswissenschaften; Humanwissenschaften; Bildungsertrag; Kritisches Denken; Programme evaluation; Programmevaluation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Kursstrukturplan; Tunesien
Abstract	This paper presents a two-year pedagogical, teacher-as-researcher, action research project at the Faculty of Arts and Humanities, University of Sousse, Tunisia, which investigates how the integration of the Soliya Connect Program, a facilitated dialogic online exchange programme, with a theoretical course on critical intercultural communication helped students develop critical interculturality. Despite some initial concern about the extra time commitment, students were unanimously positive about integrating the two aspects, claiming that the Connect Program helped them to develop criticality in real life, and that the online communication was much more effective because they participated with the critical perspective developed in class. The findings support the integration of theoretical and practical online components in developing students' critical intercultural communication skills, and the use of action research to inform adjustments to both components in order to improve the outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01