The effects of the cultural portfolio project on cultural and EFL learning in Taiwan’s EFL college classes

Abstract

Learning about foreign language (FL) cultures is becoming an important objective in the FL curricula and national standards of different countries throughout the world. The purposes of the study were to examine the effects of the cultural portfolio project on (1) students’ specific aspects of development of cultural knowledge and change in perception of native English speakers and their cultures; (2) students’ self-awareness, evaluation, and modification of stereotypes toward the target cultures; and (3) students’ change in perception of and attitude toward cultural learning. Data were collected through students’ cultural portfolio projects, pre- and post-questionnaires, classroom observation, and interviews. Results indicated that instead of memorizing cultural facts, students experienced an active process of constructing knowledge. Most students commented that their views toward native-English-speaking cultures and language learning had been changed after completing the cultural portfolio project, for instance by moving from an ethnocentric view to respect cultural differences, becoming more aware of diversity within culture, and understanding that the media presents the surface culture of native-English-speaking countries.

An Empirical Study of Process-oriented Intercultural Teaching in Chinese College English Classroom

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Applying Cultural Project Based Learning to Develop Students’ Academic Writing

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The Application of Technology in Intercultural Language Learning: International Students Program at a University in Yogyakarta

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