A Spanish-Finnish Telecollaboration to Develop Intercultural Competence and Learner Autonomy

2019 ◽  
pp. 1277-1295
Author(s):  
Ruby Vurdien ◽  
Pasi Puranen
Keyword(s):  
Intercultural Competence ◽  
Learning Experience ◽  
Cultural Exchange ◽  
Learner Autonomy ◽  
Online Interactions ◽  
Learning Tasks ◽  
Common Interests ◽  
Authentic Environment ◽  
Target Culture ◽  
Geographical Locations

Telecollaboration enables students from different geographical locations to interact in a more authentic environment, share their views with their partners, create profiles as well as build online communities enjoying common interests. With this in mind, a Spanish-Finnish task-based project was designed to examine how students perceived their cultural exchange via Facebook and the extent to which such online interactions assisted them in becoming autonomous learners. Nineteen Spanish and seventeen Finnish participants were provided with the opportunity to interact with each other outside the classroom with a view to exploring the target culture and, consequently, experiencing intercultural learning. The findings suggest that the learning experience was positive and that the participants felt motivated to examine each other's cultural traits and manage their own learning tasks. Sharing information and reciprocally exchanging views on comments are paramount in developing skills to become independent learners.

A Spanish-Finnish Telecollaboration to Develop Intercultural Competence and Learner Autonomy

2016 ◽  
Vol 6 (3) ◽  
pp. 36-53 ◽  
Author(s):  
Ruby Vurdien ◽  
Pasi Puranen
Keyword(s):  
Intercultural Competence ◽  
Learning Experience ◽  
Cultural Exchange ◽  
Intercultural Learning ◽  
Learning Tasks ◽  
Common Interests ◽  
Cultural Traits ◽  
Authentic Environment ◽  
Target Culture ◽  
Geographical Locations

Telecollaboration enables students from different geographical locations to interact in a more authentic environment, share their views with their partners, create profiles as well as build online communities enjoying common interests. With this in mind, a Spanish-Finnish task-based project was designed to examine how students perceived their cultural exchange via Facebook and the extent to which such online interactions assisted them in becoming autonomous learners. Nineteen Spanish and seventeen Finnish participants were provided with the opportunity to interact with each other outside the classroom with a view to exploring the target culture and, consequently, experiencing intercultural learning. The findings suggest that the learning experience was positive and that the participants felt motivated to examine each other's cultural traits and manage their own learning tasks. Sharing information and reciprocally exchanging views on comments are paramount in developing skills to become independent learners.

Enhancing Students' Intercultural Competence and Learner Autonomy via Facebook Telecollaboration

2018 ◽  
pp. 240-260
Author(s):  
Ruby Vurdien ◽  
Pasi Puranen
Keyword(s):  
Intercultural Competence ◽  
Learning Experience ◽  
Leisure Activities ◽  
Relevant Information ◽  
Social Networking Site ◽  
University Education ◽  
Education Data ◽  
The Social ◽  
Pertinent Information ◽  
Authentic Environment

This chapter reports on a Spanish-Finnish telecollaborative task-based study that was conducted with a view to exploring students' intercultural learning experience via Facebook employed as the educational platform. Nineteen Spanish and 17 Finnish students were afforded the opportunity to interact with each other in an authentic environment on the social networking site outside of class to elicit relevant information regarding each other's culture in terms of leisure activities and university education. Data analysis showed that the participants felt stimulated to take part in this novel learning experience and adopted a positive attitude towards their online interactions. They were able to manage their tasks without the assistance of their tutors, which encouraged them to become autonomous learners. Facebook can be considered an effective tool to foster intercultural competence development through successful exchange of pertinent information.

Enhancing Students' Intercultural Competence and Learner Autonomy via Facebook Telecollaboration

2020 ◽  
pp. 646-666
Author(s):  
Ruby Vurdien ◽  
Pasi Puranen
Keyword(s):  
Intercultural Competence ◽  
Learning Experience ◽  
Leisure Activities ◽  
Relevant Information ◽  
Social Networking Site ◽  
University Education ◽  
Education Data ◽  
The Social ◽  
Pertinent Information ◽  
Authentic Environment

This chapter reports on a Spanish-Finnish telecollaborative task-based study that was conducted with a view to exploring students' intercultural learning experience via Facebook employed as the educational platform. Nineteen Spanish and 17 Finnish students were afforded the opportunity to interact with each other in an authentic environment on the social networking site outside of class to elicit relevant information regarding each other's culture in terms of leisure activities and university education. Data analysis showed that the participants felt stimulated to take part in this novel learning experience and adopted a positive attitude towards their online interactions. They were able to manage their tasks without the assistance of their tutors, which encouraged them to become autonomous learners. Facebook can be considered an effective tool to foster intercultural competence development through successful exchange of pertinent information.

Intercultural Learning via Videoconferencing

2018 ◽  
pp. 264-282 ◽  
Author(s):  
Ruby Vurdien ◽  
Pasi Puranen
Keyword(s):  
Intercultural Competence ◽  
Video Conferencing ◽  
Learning Experience ◽  
Body Language ◽  
Asynchronous Communication ◽  
Synchronous Communication ◽  
Learning Context ◽  
Intercultural Learning ◽  
Communication Tools ◽  
Online Interactions

Although asynchronous communication tools have traditionally been used in online interactions, recently increasing popularity has been noted in the application of synchronous communication tools to facilitate intercultural learning. This chapter will explore and report on a study of how students from two countries, Spain and Finland, developed intercultural competence through the use of a video-conferencing platform, Adobe Connect, as a learning context. English was the lingua franca and the exchange of information was aimed at helping the students to learn about different aspects of each other's culture to develop intercultural competence. The findings suggest that the students' attitude to their learning experience was positive, since they were curious to explore each other's cultural traits. Videoconferencing was considered an effective tool because it enabled them to share experiences and build up a relationship, thereby enhancing their knowledge of both cultures. Body language also encouraged interaction since they could see each other via videoconferencing.

Intercultural Learning via Videoconferencing

2020 ◽  
pp. 626-645
Author(s):  
Ruby Vurdien ◽  
Pasi Puranen
Keyword(s):  
Intercultural Competence ◽  
Video Conferencing ◽  
Learning Experience ◽  
Body Language ◽  
Asynchronous Communication ◽  
Synchronous Communication ◽  
Learning Context ◽  
Intercultural Learning ◽  
Communication Tools ◽  
Online Interactions

Although asynchronous communication tools have traditionally been used in online interactions, recently increasing popularity has been noted in the application of synchronous communication tools to facilitate intercultural learning. This chapter will explore and report on a study of how students from two countries, Spain and Finland, developed intercultural competence through the use of a video-conferencing platform, Adobe Connect, as a learning context. English was the lingua franca and the exchange of information was aimed at helping the students to learn about different aspects of each other's culture to develop intercultural competence. The findings suggest that the students' attitude to their learning experience was positive, since they were curious to explore each other's cultural traits. Videoconferencing was considered an effective tool because it enabled them to share experiences and build up a relationship, thereby enhancing their knowledge of both cultures. Body language also encouraged interaction since they could see each other via videoconferencing.

Tandem language learning via e-mail: from motivation to autonomy

ReCALL ◽  
2000 ◽  
Vol 12 (2) ◽  
pp. 121-128 ◽  
Author(s):  
EMA USHIODA
Keyword(s):  
Language Learning ◽  
Empirical Data ◽  
Learning Experience ◽  
Small Body ◽  
Affective Learning ◽  
Learner Autonomy ◽  
Pedagogical Issues ◽  
Affective Dimension ◽  
Tandem Learning ◽  
E Mail

This paper examines the affective dimension of tandem language learning via e-mail. It begins by highlighting some of the obstacles to this mode of learning, including organisational and pedagogical issues as well as the particular issues confronting learners. Drawing on a small body of empirical data, it explores the interactions between these issues and what learners perceive to be intrinsically motivating about tandem learning. It concludes by suggesting that affective learning experience has a potentially powerful role to play in fostering the development of learner autonomy through the reciprocity on which successful tandem learning is founded.

Without Crossing a Border: Exploring the Impact of Shifting Study Abroad Online on Students’ Learning and Intercultural Competence Development during the COVID-19 Pandemic

2021 ◽  
Vol 25 (1) ◽  
Author(s):  
Yingjie Liu ◽  
Thomas Shirley
Keyword(s):  
Study Abroad ◽  
Intercultural Competence ◽  
Cultural Exchange ◽  
Competence Development ◽  
Study Abroad Programs ◽  
Online Study ◽  
Curriculum Redesign ◽  
Online Format ◽  
The Impact

While all higher education was affected by the COVID-19 pandemic, study abroad programs were uniquely challenged by the associated restrictions and limitations. This case study integrates a Collaborative Online International Learning (COIL) pedagogy approach and virtual reality (VR) technologies into the curriculum redesign process to transform a business study abroad course into an online format. Using VR technology, U.S. students and their international partners in Germany, Brazil, and India created and shared cultural exchange virtual tours. The redesigned online study abroad course engaged students in active learning activities and cultivated students’ intercultural competence development.

Technology and Learner Autonomy: An Argument in Favor of the Nexus of Formal and Informal Language Learning

2019 ◽  
Vol 39 ◽  
pp. 52-58 ◽  
Author(s):  
Chun Lai
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Learning Experience ◽  
Learner Autonomy ◽  
Self Directed Learning ◽  
Learning Contexts ◽  
Directed Learning ◽  
Technology Aids ◽  
Constructed Self ◽  
The Relationship

AbstractThis article discusses some of the current research on technology in relation to learner autonomy, outlining major findings on the relationship between technology and learner autonomy in formal and informal learning contexts. Extant literature has discussed both teacher-initiated technology-enhanced formal learning environments and learner-constructed self-directed learning experience in informal learning contexts. Although valuable in the insights it provides into how technology aids learner autonomy, the two bodies of literature have largely been independent from each other, which may constrain our understanding.

scholarly journals Critical thinking in the intercultural context: Investigating EFL textbooks

2016 ◽  
Vol 6 (4) ◽  
pp. 697-716
Author(s):  
Paweł Sobkowiak
Keyword(s):  
Critical Thinking ◽  
Intercultural Competence ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Limited Capacity ◽  
Successful Communication ◽  
Intercultural Encounters ◽  
Diverse Cultures ◽  
Target Culture ◽  
Shed Light

The multicultural world has made intercultural teaching necessary. It should focus on students’ ability to comprehend quickly and accurately, and then act appropriately and effectively in a culturally complex environment in order to achieve the desired goal. Intercultural competence is important for successful communication across cultures, and so is critical thinking since the two, if they are not “parallel” (Bennett, 2013), at least overlap (Deardorff, 2009). This article tries to shed light on the linkage between intercultural and critical thinking skills and reports on the findings of research done on whether and to what extent EFL textbooks used in Polish schools contribute to fostering critical thinking skills in students. The study analyzed the cultural content of 20 coursebooks to check whether they go beyond merely depicting the target culture, or various foreign cultures, and involve students in practicing critical thinking, that is, prompt them to explore intercultural encounters and processes, and scrutinize how diverse cultures influence their own understanding of reality. The research revealed an insignificant and limited capacity of the textbooks to develop students’ critical thinking.

Target Language, Target Culture

2020 ◽  
pp. 1064-1081
Author(s):  
José Carlos Escobar
Keyword(s):  
Intercultural Competence ◽  
Native Speakers ◽  
Social Background ◽  
Linguistic Competence ◽  
Target Language ◽  
General Description ◽  
Full Understanding ◽  
Language And Culture ◽  
Language Classrooms ◽  
Target Culture

Learning a language must result in becoming competent in a new culture because accessing the culture language stands for and being able to share its cultural content requires learning not just the meaning but also the historical and social background of its vocabulary. Words reveal the linguistic and social behavior of native speakers and give students a full understanding of the target language. This chapter deals with different concerns present in foreign language classrooms, a space where language and intercultural competence must be developed. It describes some linguistic competence-related concerns (Section 1), then it deals with specific intercultural related aspects of grammar and perception which are part of the linguistic competence to be developed in class (Section 2) and it finishes with a general description of three basic ways used in the Spanish-as-second-language (SSL) classroom in order to teach language and culture so as to help students to develop intercultural competence (Section 3).

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