C A L I C O J o u r n a l , 2 9 ( 3 ) , p - p 4 4 9 - 4 7 0 . © 2 0 1 2 C A L I C O J o u r n a l 449 Intercultural Competence and Cultural Learning t hrough Telecollaboration

Schenker, Theresa

doi:10.11139/cj.29.3.449-470

Cited by 97 publications

(23 citation statements)

References 26 publications

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“…Following the methodology of earlier telecollaboration studies (Angelova & Zhao, 2016;Antoniadou, 2011;Canto et al, 2013;Dooly, 2011;Dooly & Sadler, 2013;Schenker, 2012), this study adopted a qualitative inquiry approach with a naturalistic, interpretive paradigm (Lincoln & Guba, 1985). Such an approach was instrumental for us because we were interested in capturing participants' meanings and perspectives in the online setting of telecollaboration.…”

Section: Methodsmentioning

confidence: 99%

“…One of these activities, telecollaboration (or online intercultural exchange), has become commonplace to connect language learners and teachers across the world and provide them with first-hand intercultural exposure (Çiftçi & Savaş, 2018;O'Dowd, 2016). The existing research has provided insights into how telecollaboration contributes to language learners' language awareness and development, intercultural communicative competence, and motivation (Angelova & Zhao, 2016;Canto, Jauregi & van den Bergh, 2013;Chun, 2011;Dooly, 2011;Hauck, 2007;Lee & Markey, 2014;Liaw & Bunn-Le Master, 2010;Schenker, 2012;Ware & Kessler, 2016). However, more research is needed to explore and theorize the ways in which telecollaboration can promote teacher trainees' intercultural competence (O'Dowd & Lewis, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Using telecollaboration to promote intercultural competence in teacher training classrooms in Turkey and the USA

Üzüm¹,

Akayoğlu²,

Yazan³

2020

ReCALL

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Since advances in computer-mediated communication (CMC) tools have made virtual exchanges readily available in educational practices, telecollaboration has been gaining traction as a means to provide practical experiences and cultural exposure to language learners and, more recently, teacher trainees. Drawing upon Byram’s (1997) model of intercultural communicative competence (ICC), this study examines 48 teacher trainees’ interculturality through a telecollaborative project between two teacher training classes from Turkey and the USA. This study relies on data generated by the participants throughout this telecollaborative project: weekly online discussion board posts within groups of six and post-project reflections. Although developing ICC is an arduous and prolonged task, the data analysis suggested that the participants’ experiences in this telecollaboration contributed to their emergent ICC through discussions on the topics of multicultural education and interactions with trainees from another educational context. Their intercultural learning is evidenced by their (1) awareness of heterogeneity in their own and interactants’ culture, (2) nascent critical cultural awareness, and (3) curiosity and willingness to learn more about the other culture. Thus, this study implies that telecollaboration offers an effective teacher training venue that affords teacher trainees with first-hand intercultural encounters to engage with otherness and prepare for their ethnolinguistically diverse classrooms.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Using telecollaboration to promote intercultural competence in teacher training classrooms in Turkey and the USA

Üzüm¹,

Akayoğlu²,

Yazan³

2020

ReCALL

View full text Add to dashboard Cite

show abstract

“…However, [ 24 ] also addressed the concept of IC in 1993 and criticized the overemphasis on cognitive and behavioral approaches, pointing out that power imbalances expressed through language in intercultural interactions were significant but often neglected in the discourse on IC. [ 33 ] multi-dimensional model, which is the most significant IC framework, included “five savoirs (knowledge-abilities) such as ‘knowledge of oneself and others, openness and inquisitiveness attitudes, interpretation and interpersonal skills, discovery and interaction skills, and critical cultural awareness” [ 34 ] (p. 450) to recognize the various aspects of IC. [ 35 ] offers additional backing for Byram’s research by presenting a viewpoint on IC that focuses on a long-term and progressive process of gaining understanding and information.…”

Section: Literature Reviewmentioning

confidence: 99%

Investigating the association of informal digital learning of English with EFL learners’ intercultural competence and willingness to communicate: a SEM study

Rezai

2023

BMC Psychol

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Informal Digital Learning of English (IDLE), such as watching online videos, playing games, or chatting with English speakers beyond the classroom, has received increasing attention over recent years as a potential source of intercultural competence (IC) and second language willingness to communicate (L2 WTC) development among English as a Foreign Language (EFL) learners. However, little is known about how IDLE influences IC and L2 WTC among EFL learners, who face various challenges and opportunities in learning and using English in Iran. Thus, this research examined the relationship between IDLE and IC and L2 WTC in Iranian EFL learners. For this purpose, the study was conducted with the participation of 325 EFL learners from a language institute in Arak City, Iran, who were selected using convenience sampling. The participants completed the Digital Informal Learning Scale, the Intercultural Competence Scale, and the Willingness to Communicate Questionnaire. The results of the structural equation modeling revealed that IDLE had a significant positive association with both IC and L2 WTC. Further, the results indicated that IDLE dimensions, such as cognitive, meta-cognitive, social, and motivational aspects were significantly related to IC and L2 WTC. The findings approve that promoting IDLE among Iranian EFL learners could enhance their intercultural awareness and communication skills.

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“…Revision of the literature shows that engagement with COIL programs is connected to faculty scholars and teachers' self-interest (Mudiamu, 2020). In the research carried out by Schenker (2013), students' motivation was measured before and after participating in a COIL, the findings show that students were found to have higher levels of motivation before and after the course. Among those experiences in higher education related to COILs it can be stated that learners valued the experience as motivating, and also highlighted that it helped them in getting a better understanding and conceptualization of course content (Skagen et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Integrating COIL in teacher training: An estimation of learners´ motivational attitudes

et al. 2023

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Collaborative Online International Learning experiences have gained popularity and presence in the last years, but the motivational impact they have on future Primary Education teachers in the field of teacher training education is to be researched. We present a quantitative study that tries to estimate the level of motivation of teacher training students that are in the trilingual degree in the Basque Country. This study examines the level of confidence, attention, satisfaction and relevance of learners in higher education according to Keller’s ARCS model of motivation. It compares the results obtained between learners that have taken part in the Collaborative Online International Learning project, from now on COIL, and those that did not have the opportunity to take part in the virtual exchange and that had to develop the project in the traditional way. It also reflects the opinions they have regarding the general satisfaction of the project. The study involved 43 students from the UPV/EHU (University of the Basque Country) and students from Masaryk University. The data was collected through a validated questionnaire IMMS created in Google Forms. Key findings include that this faculty driven intervention that in all the dimensions, except Satisfaction, show significance results. Therefore, it is confirmed that the dimensions of Attention, Relevance, Confidence, as well as the overall score of the instrument (Global IMMS), show significant differences between the two groups analyzed. The exceptionality of the Satisfaction dimension is very close to the rejection zone of the null hypothesis. This helps us to underline the positive value of the implementation of virtual exchanges and it is therefore concluded that the greater motivation, the higher the degree of positive attitudes towards taking part in virtual exchanges. These results allow decisions to be taken with regard to implementing these experiences in the initial training of teachers, since the data that has been collected has direct implications for global learning engagement level and as an effective pedagogical approach to prepare all students to cope with the requirements that a 21st century society has.

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C A L I C O J o u r n a l , 2 9 ( 3 ) , p - p 4 4 9 - 4 7 0 . © 2 0 1 2 C A L I C O J o u r n a l 449 Intercultural Competence and Cultural Learning t hrough Telecollaboration

Cited by 97 publications

References 26 publications

Using telecollaboration to promote intercultural competence in teacher training classrooms in Turkey and the USA

Using telecollaboration to promote intercultural competence in teacher training classrooms in Turkey and the USA

Investigating the association of informal digital learning of English with EFL learners’ intercultural competence and willingness to communicate: a SEM study

Integrating COIL in teacher training: An estimation of learners´ motivational attitudes

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