Exchanging Second Language Messages Online: Developing an Intercultural Communicative Competence?

Schuetze, Ulf

doi:10.1111/j.1944-9720.2008.tb03323.x

Cited by 27 publications

(12 citation statements)

References 13 publications

(13 reference statements)

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“…Adopting a variety of tasks, having tasks which building up on each other and arranging tasks according to their complexity are also requirements found in the criteria for designing telecollaborative tasks developed by Kurek & Müller-Hartmann (2017). Holding preliminary exchange of personal information has also demonstrated to have an essential role in enhancing students' positive attitude towards the collaboration (Schuetze, 2008) and in creating relationship building (Müller-Hartmann, 2000) and social presence (Liaw & English, 2017). The sequence proposed herein also considers the importance of intensive reflection in the process of developing Intercultural Competence (Guth & Rubin, 2015, Müller-Hartmann, 2006 and, after completing each task, students are asked to reflect about what they have just done through questionnaires sent by the teachers or group discussions and reports.…”

Section: Instructional Design In Telecollaborationmentioning

confidence: 99%

Integrating Intercultural Competence development into the curriculum through Telecollaboration. A task sequence proposal for Higher Education

Ferreira-Lopes¹,

Bezanilla²,

Elexpuru³

2018

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Despite its demonstrated potential to enhance students' Intercultural Competence and other 21st century skills, telecollaboration still fails to be fully integrated into university courses. Literature shows that there is a need for developing sustainable instructional design models for this purpose. Hence, the main goal of this work is to propose a theory-informed task sequence to facilitate the integration of telecollaboration into university courses for the development of Intercultural Competence. Based on the typology of tasks from O'Dowd & Ware (2009) and enriched with contributions from other authors, the task sequence: (1) facilitates the development of Intercultural Competence according to EMIC model and adds a new block to its composition in order to approach the specificities of virtual teamwork, (2) contains detailed instructions for each task, (3) provides guidelines on implementation, on the selection of technology and on the integration of tasks to the syllabi and (4) offers an assessment plan, accompanied by a list of learning evidences that are expected to be manifested by students per task. This sequence can serve as a reference for further adaptations to diverse contexts. It is currently being piloted in two telecollaborative projects and the results are expected to contribute to future improvements.

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Section: Instructional Design In Telecollaborationmentioning

confidence: 99%

Integrating Intercultural Competence development into the curriculum through Telecollaboration. A task sequence proposal for Higher Education

Ferreira-Lopes¹,

Bezanilla²,

Elexpuru³

2018

red

View full text Add to dashboard Cite

show abstract

“…Within the immersion setting, researchers have employed both quantitative and qualitative methods, such as surveys (e.g., Deardorff, ), reflective journals (e.g., Jackson, ), and cultural portfolios (e.g., Byram, ) to understand the process of intercul‐tural learning and document its outcomes. The results showed that learners developed various stages of ICC from adaptation to integration to the local community (Burnett & Gardner, ) and gained in‐depth understanding of the host culture (Alred, Byram, & Fleming, ; Schuetze, ). For example, in her study using a pretest and posttest to measure students’ cross‐cultural adaptability and sensitivity, Williams () found that the majority of the students exhibited a greater change in their intercultural skills after one semester studying abroad.…”

Section: Review Of the Literaturementioning

confidence: 99%

Engaging Study Abroad Students in Intercultural Learning Through Blogging and Ethnographic Interviews

Lee¹

2012

Foreign Language Annals

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The study involved 16 American undergraduate students who used weekly blogs and conducted ethnographic interviews with native speakers to develop their intercultural competence over the course of one semester abroad. Selected blog entries, post‐surveys, and final interviews were collected and analyzed to report the findings. The results show that blog tasks afforded additional opportunities for students to refl ect upon cross‐cultural issues and exchange cultural perspectives with native informants. Blog entries indicate that students demonstrated various stages of intercultural competence from understanding cultural differences to demonstrating attitudes of openness and appreciation for the target culture. The study concludes that the accessibility to networking, the option of using the first language (L1) for self‐refl ection, and effective strategies for interpersonal communication are essential to maximize the potential of blogs for intercultural learning.

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“…An excellent example of this is found in the study of Schuetze (2008). An excellent example of this is found in the study of Schuetze (2008).…”

Section: Putting Students In Touch 'Sans Frontières'mentioning

confidence: 84%

Review of research on language teaching, learning and policy published in 2008

Johnstone¹

2010

Lang. Teach.

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The format for the present review is similar to that of previous years, though the number of references to research published before 2008 has been somewhat increased in order to identify a few key studies which have influenced some of 2008's published output. In selecting the texts for discussion, I have sought to offer the reader what I consider to be an overview of key themes emerging from the 2008 research which are in one way or another related to the teaching and learning of additional languages, and policies pertaining thereto. In doing so, I have tried to draw on a fairly broad range of journals, languages, countries, sectors of education and research approaches. However, in the space available (which is generous) I find it possible to discuss only some 80–90 articles out of a field of well over 1000 that would be available, if I had the time and the energy to read them all. Accordingly, there is no sense in which I am claiming that those selected are the cream which has risen to the top. There must be many articles not included in the present review which are equal in quality to those I have been able to include.

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Exchanging Second Language Messages Online: Developing an Intercultural Communicative Competence?

Cited by 27 publications

References 13 publications

Integrating Intercultural Competence development into the curriculum through Telecollaboration. A task sequence proposal for Higher Education

Integrating Intercultural Competence development into the curriculum through Telecollaboration. A task sequence proposal for Higher Education

Engaging Study Abroad Students in Intercultural Learning Through Blogging and Ethnographic Interviews

Review of research on language teaching, learning and policy published in 2008

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