Blogging: Promoting Learner Autonomy and Intercultural Competence through Study Abroad

Autor/in	Lee, Lina
Titel	Blogging: Promoting Learner Autonomy and Intercultural Competence through Study Abroad
Quelle	In: Language Learning & Technology, 15 (2011) 3, S.87-109 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3501
Schlagwörter	Feedback (Response); Undergraduate Students; Web Sites; Intercultural Communication; Electronic Publishing; Interpersonal Relationship; Personal Autonomy; Internet; Native Speakers; Study Abroad; Computer Mediated Communication; Ethnography; Cultural Awareness; Critical Thinking; Metacognition; Cognitive Ability; Access to Computers; Interviews; Questionnaires; Spanish; Foreign Countries; Second Language Learning; Second Language Instruction; Computer Assisted Instruction + Suchen Sie Ihr Suchwort? Web-Design; Interkulturelle Kommunikation; Elektronisches Publizieren; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Individuelle Autonomie; Muttersprachler; Studies abroad; Auslandsstudium; Computerkonferenz; Ethnografie; Cultural identity; Kulturelle Identität; Kritisches Denken; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Denkfähigkeit; Interviewing; Interviewtechnik; Fragebogen; Spanisch; Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht; Computer based training; Computerunterstützter Unterricht
Abstract	The current study explores closely how using a combined modalities of asynchronous computer-mediated communication (CMC) via blogs and face-to-face (FTF) interaction through ethnographic interviews with native speakers (L1s) supports autonomous learning as the result of reflective and social processes. The study involves 16 American undergraduate students who participated in blogs to develop their intercultural competence over the course of one-semester study abroad. The results show that blogs afforded students the opportunity to work independently (e.g., content creation) and reflect upon cross-cultural issues. Critical reflection, however, relied on the teacher's guidance and feedback, as most of the students were cognitively challenged by not being able to clearly articulate different points of view. It is likely that students were not accustomed to reflecting. The findings also indicate that task type fostered autonomy in different ways. While free topics gave students more control of their own learning, teacher-assigned topics required them to critically think about the readings. Lack of access to Internet at the host institution and family also contributed to a limited level of social interaction. The study concludes that well-designed tasks, effective metacognitive and cognitive skills, and the accessibility to Internet are essential to maximize the potentials of blogs for learner autonomy and intercultural communication. (Contains 4 tables and 9 notes.) (As Provided).
Anmerkungen	University of Hawaii National Foreign Language Resource Center. 1859 East-West Road #106, Honolulu, HI 96822. Tel: 808-956-9424; Fax: 808-956-5983; e-mail: llt@hawaii.edu; Web site: http://llt.msu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10