Personality and participation in a Japan-Taiwan online exchange

Kelsen, Brent Allan; Flowers, Simeon

doi:10.29140/jaltcall.v13n2.216

Cited by 2 publications

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“…But they also admitted that the inventory "does not provide a definite number of reasons" (O'Dowd & Ritter, 2006, p.628). The four-level structured inventory is a commonly used approach for examining difficulties in telecollaborative projects (Dunne, 2014;Hauck, 2007;Kelsen & Flowers, 2017;Luo & Gui, 2019;Martin, 2013). It has been proven to be "a valuable reflective tool" (Dunne, 2014, p.183) for analyzing telecollaborative projects' strengths and weaknesses.…”

Section: Introductionmentioning

confidence: 99%

Challenges in a Chinese-Malaysian Telecollaboration Project to Develop Chinese EFL Students’ Intercultural Competence

Pei,

Abdul Samat

2024

IJARPED

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Numerous attempts have been made to elucidate the benefits of telecollaborative projects to develop students' intercultural competence. Literature in the area also reveals that the success of telecollaborative exchange projects cannot be guaranteed all the time. Therefore, it is significant to analyze the failed cases for more effective telecollaboration in future studies. Using a qualitative research method, this paper presents the results of a Chinese-Malaysian WeChat telecollaboration project, focusing on the challenges encountered by Chinese EFL participants in the process of developing their intercultural competence. Five challenging factors were identified through content analysis of Chinese participants' reflective journals and interviews, involving the sociocultural level, individual level and classroom level of challenges within O'Dowd and Ritter's (2006) inventory of reasons for failed communication in telecollaborative projects. The paper expects to provide suggestions for precaution measures for future telecollaboration studies in Chinese EFL teaching field and contribute to intercultural communication research in the Chinese context.

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Section: Introductionmentioning

confidence: 99%

Challenges in a Chinese-Malaysian Telecollaboration Project to Develop Chinese EFL Students’ Intercultural Competence

Pei,

Abdul Samat

2024

IJARPED

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Effects of participation in an online intercultural exchange on drivers of L2 learning motivation

Skidmore

2023

Language Teaching Research

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While computer-mediated communication and online exchanges between students in second language (L2) pedagogy and research has long been established, recent technological advances have seen a growth in the number of projects undertaken and consequently studies published. This study utilized a mixed-methods approach to measure the effects on specific aspects of motivation for students learning English following a 10-week, multicultural virtual exchange project. Participants interacted both synchronously and asynchronously with other non-native English speakers from 10 different countries to make friends, share cultural interests, and practice English in a real-world, non-classroom setting. At the end of the project, participants were asked to complete a survey based on Dörnyei’s concept of the L2 motivational self system and Yashima’s theories on international posture about how their motivations for learning English had changed. The study suggests that extended interactions in a virtual exchange improve participants’ view of themselves as capable speakers, their motivation to become better speakers for their ideal future, and give them a broader perspective on their view of their place in the wider world. In contrast, motivations for learning English as a responsibility towards others were decreased.

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Personality and participation in a Japan-Taiwan online exchange

Cited by 2 publications

References 0 publications

Challenges in a Chinese-Malaysian Telecollaboration Project to Develop Chinese EFL Students’ Intercultural Competence

Challenges in a Chinese-Malaysian Telecollaboration Project to Develop Chinese EFL Students’ Intercultural Competence

Effects of participation in an online intercultural exchange on drivers of L2 learning motivation

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