A Framework for Assessing High School Students' Intercultural Communicative Competence in a Computer-Mediated Language Learning Project

Autor/inn/en	Peng, Hsinyi; Lu, Wei-Hsin; Wang, Chao-I
Titel	A Framework for Assessing High School Students' Intercultural Communicative Competence in a Computer-Mediated Language Learning Project
Quelle	In: Journal of Interactive Learning Research, 20 (2009) 1, S.95-116 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1093-023X
Schlagwörter	Intercultural Communication; Scoring Rubrics; Foreign Countries; Communicative Competence (Languages); High School Students; Computer Mediated Communication; Measures (Individuals); Internet; Learning Activities; Construct Validity; Educational Technology; Test Validity; Program Descriptions; Second Language Programs; Taiwan; United States + Suchen Sie Ihr Suchwort? Interkulturelle Kommunikation; Scoring formulas; Auswertungsbogen; Ausland; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Computerkonferenz; Messdaten; Lernaktivität; Unterrichtsmedien; Testvalidität; USA
Abstract	The purposes of this study were to identify the essential dimensions of intercultural communicative competence (ICC) and to establish a framework for assessing the ICC level of high school students that included a self-report inventory and scoring rubrics for online interaction in intercultural contexts. A total of 472 high school students from Taiwan and the United States completed the "Intercultural Communicative Competence Inventory" (ICCI), adapted from Fantini's YOGA inventory (2000, 2001), and 72 students were selected to join the "Learning of Intercultural Language over the Net" (LILON) project where they participated in structured intercultural learning activities facilitated through telecommunications technology. Statistical analyses confirmed that ICC is a composite of attitudes, skills, knowledge, awareness, and meta-awareness, which supported our proposed framework for online intercultural interactions. (Contains 5 figures and 10 tables.) (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10