The Effects of a Virtual Exchange on Students' Interest in Learning About Culture

Schenker, Theresa

doi:10.1111/flan.12041

Cited by 22 publications

(6 citation statements)

References 15 publications

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“…Theme 6: motivation and overall perceptions Finally, the students' comments in their interviews and written reflections point to their increased motivation levels to learn English at university. Previous studies have also reported an increase in participants' motivation because of participation in synchronous computer-mediated communication (Donaldson & K€ otter, 1999;Schenker, 2013;Sevilla-Pav on, 2019;Sun, 2009). In line with these, YES participants considered the project a unique and enjoyable experience which helped them acquire various skills, as shown below:…”

Section: Theme 4: Digital Competencementioning

confidence: 87%

Artefact co-construction in virtual exchange: ‘Youth Entrepreneurship for Society’

Sevilla-Pavón

Nicolaou

2020

Computer Assisted Language Learning

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The aim of this research study around the co-construction and sharing of authentic and meaningful artefacts within the 'Youth Entrepreneurship for Society' virtual exchange was to find out how the implementation of artefact-based telecollaborative tasks fosters 21st competences and social entrepreneurship in English for Specific Purposes settings. The project tasks were informed by constructionism and supported virtual collaboration an effort to promote social justice. They revolved around social entrepreneurship in English for Specific Purposes contexts, aiming to connect the classroom with the outside world through the involvement of local organisations, while fostering students' twenty-first century competences: intercultural, linguistic, digital and teamwork as well as social entrepreneurial mindset. The two research questions which guided the study were: (1) How does the implementation of artefactbased tasks in English for Specific Purposes contexts contribute to students' perceived development of twenty-first century competences? (2) In what ways can the implementation of artefact-based telecollaborative tasks foster social entrepreneurship in English for Specific Purposes contexts?The results of the study conducted with 42 participants indicate that the virtual exchange was perceived as having positively contributed to connecting the classroom with the outside world through the involvement of mentor civil organisations, while fostering students' twenty-first century competences.

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Section: Theme 4: Digital Competencementioning

confidence: 87%

Artefact co-construction in virtual exchange: ‘Youth Entrepreneurship for Society’

Sevilla-Pavón

Nicolaou

2020

Computer Assisted Language Learning

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“…In the era of globalization, intercultural literacy is an integral part of effective foreign language teaching and learning in a cross-cultural setting where international students of all ages have to be literate and apply it in their communications. However, Schenker (2012) claims that being competent in a second language cannot be deduced that one is likely to communicate with people from diverse cultures successfully. Thus, successful interactions with speakers from different cultural backgrounds depend both on the linguistic ability and the intercultural competence of the students.…”

Section: Introductionmentioning

confidence: 99%

Utilizing digitally mediated warm-up activities for developing intercultural literacy in young EFL students: An exploratory study

Pham¹

2023

TLTL

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According to recent research, incorporating intercultural elements into digital learning resources used in English-language activities is considered one of the most efficacious approaches for improving intercultural literacy among young learners. However, there is limited knowledge available regarding the utilization of digital materials in developing intercultural literacy during lead-in phrases for young learners. The present study aims to fill this gap by investigating how technology can be used to create intercultural literacy among young EFL students in typical Vietnamese international elementary schools during EFL warm-up activities. This study was carried out in three stages: (1) an informal interview conducted by the researcher with two EFL teachers from two different internal schools about their teaching contexts and knowledge of intercultural literacy; (2) sixteen observations of English lessons over a semester using warm-up activities to enhance young learners’ intercultural literacy (n=65), and (3) in-depth interviews with the same two teachers. The teachers’ interactionally oriented narratives derived from the interviews and the intervened-lesson observations in their classrooms were thematized to specify the types of warm-up activities using digital resources and their functions on activating young learners’ prior knowledge of intercultural features. Meanwhile, the observation checklist was employed to determine whether these embedded features had made changes to the teachers’ teaching methodology. The paper also discussed the implications for enhancing EFL young learners’ intercultural literacy via digital learning paths informed by the teacher’s intercultural language communicative teaching approach.

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“…For example, with the help of rumii (a social VR software), students of Harvard and Zhejiang University worked together as avatars in a VR-equipped classroom [18]. Similar social VR software are being used for collaboration not only among students [19] and exchange programs [20,21] but also among researchers and academicians working on various projects [22]. Such VR applications have the potential to increase engagement and collaboration while concurrently reducing the burden on finances [23].…”

Section: Introductionmentioning

confidence: 99%

Educational Landscape of Virtual Reality in Higher Education: Bibliometric Evidences of Publishing Patterns and Emerging Trends

et al. 2021

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This bibliometric study examines the overall research trends and productivity in the field of virtual reality (VR) in higher education. Bibliometric data were retrieved from Scopus databases. The findings suggest a rising trend in terms of citations and publications showing increased interest in the VR domain have been seen during the last few decades. The year in which the most citations of this type occurred was 2009, in which 1913 citations were recorded, whereas 2019 was the most productive year, as 127 documents on this subject were published in that year. The data analysis revealed that all the top ten researchers belong to Australia. Further, the top three researchers (Gregory S., Lee, M.J.W., and Wood, D.), countries (United States, the United Kingdom, and Australia), organizations (Charles Sturt University, Queensland University of Technology, and University of New England, Australia), journals (Computers and Education, International Journal of Emerging Technologies in Learning, and Journal of Surgical Education) and collaborations (Australia and New Zealand, United States and the United Kingdom, and Australia and the United Kingdom) belong to developed countries. Virtual reality, virtual worlds, augmented reality, e-learning, and simulations are the top keywords used in the VR domain. The thematic evolution of the keyword shows the importance of “Virtual Reality” as a keyword throughout the 27 years of its existence (1994–2020). Furthermore, the main finding of the study is the interdisciplinary nature of the VR domain, which extends from the field of computer sciences to other disciplines.

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The Effects of a Virtual Exchange on Students' Interest in Learning About Culture

Cited by 22 publications

References 15 publications

Artefact co-construction in virtual exchange: ‘Youth Entrepreneurship for Society’

Artefact co-construction in virtual exchange: ‘Youth Entrepreneurship for Society’

Utilizing digitally mediated warm-up activities for developing intercultural literacy in young EFL students: An exploratory study

Educational Landscape of Virtual Reality in Higher Education: Bibliometric Evidences of Publishing Patterns and Emerging Trends

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