Telecollaboration 2.0: Computer-Mediated Communication for Cultural Exchange and Language Learning

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Project title

Code/計畫編號

MOST103-2628-H019-001

Translated Name/計畫中文名

電子遠距合作2.0：運用電腦為溝通媒介促進跨文化交流及語言學習

Project Coordinator/計畫主持人

Hsin-chou Huang

Funding Organization/主管機關

National Science and Technology Council

Department/Unit

Institute of Applied English

Website

https://www.grb.gov.tw/search/planDetail?id=8345516

Year

2014

Start date/計畫起

01-08-2014

Expected Completion/計畫迄

31-07-2015

Bugetid/研究經費

730千元

ResearchField/研究領域

語文
教育學
資訊科學--軟體

"Web 2.0 科技之崛起，提供英語為通用語言使用者嶄新的機會，運用英語與全世界的同儕互動。電子遠距合作計畫可以輔助此跨文化互動，進而提升文化素養及語言能力。此電子遠距合作2.0 計畫，即透過Web 2.0 的互動機制，拓展了跨文化交流的範疇，並涵蓋了同步溝通及非同步溝通。Guth and Helm (2010) 認為電子遠距合作2.0 對發展新數位素養相當重要，但卻經常被忽略。此二年期計畫，旨在運用Web 2.0 為溝通之媒介，實踐跨文化交流，並探究電子遠距合作對提升語言能力、文化素養、及動機之效果。此電子遠距計畫為期兩年，運用非同步溝通如電郵及影片部落格，以及同步溝通如視訊及虛擬遊戲為跨文化合作媒介。首先，研究者先建立「跨文化交流平台」，其內容包括課程教授材料、Web 2.0 溝通媒介、及評量機制。第一年期的前半年，共六十位來自台灣北部國立大學修習大一英文非英語系學生，與日本國立大學修習溝通課程的大一學生參與此研究。學生首先以電郵每週至少一封，針對有關自我介紹、學校生活、旅遊，娛樂與藝術、文化節慶、食物文化、電影、及個人對整體計畫感想等主題交換。第一年期計畫的下半年，則以影片部落格方式，介紹各自文化主題，並且於期末雙方協力完成期末影片，統整各個面向之文化相似及差異性。第二年計畫主要運用同步溝通媒介，如視訊及線上遊戲進行文化交流。三十位由前一年期計畫選出動機及語言程度較高的學生，參與第二年期計畫。首先，就視訊合作計畫部分，學生參與六次由英國合作學校所教授的英國文化，內容包括英國基本資訊、飲食文化、節慶、社會規範、娛樂及時尚。研究者將教授學生上述相對應之主題，以英語介紹台灣。學生分為六組，每組負責上述六個主題其中之一，並汲取由英國講師於視訊時所介紹的英國文化所得到的知識，與台灣相對之文化內容，做跨文化差異之比較報告。第二年期計畫的下半年，則重於運用線上遊戲為遠距合作工具。學生與來自世界各地的同儕，在虛擬的世界中，共同創建作品或建構環境，如第二人生 (Second Life)。接著雙方學生將參與線上遊戲，如The Walking Dead, Back to the Future, The Plague 及The Slave Trade 等，並寫下使用心得，包含故事情節、角色及遊戲如何影響語言學習等。研究者比較使用者之心得，了解運用遊戲對於跨文化交流及語言學習之感想，進而分析其文化差異。本研究資料蒐集運用前後測文化敏銳度量表及動機問卷，來了解實驗前後之化敏銳度及動機之差異性。研究者亦將深入分析參與者之歷程檔案、事後問卷、及半結構式訪談，來了解電子遠距合作2.0 是否提升文化意識及語言學習。期盼透過此長期之研究，可以提供更深入之思考，來設計Web 2.0 跨文化合作計畫及有效融入語言課程，進而幫助學子加深文化素養，提升學習動機及語言能力，以因應新時代數位素養之需求。"
"The rise of Web 2.0 technology provides users of English as a Lingua Franca (ELF) with new opportunities to use English in interactions with global peers around the world. Telecollaboration projects can foster these interactions and develop cultural competencies and language proficiencies. Telecollaboration 2.0, facilitated by the interactive features of Web 2.0, has broadened the scope of intercultural exchange through both synchronic and synchronic communications. Guth and Helm (2010) argue that telecollaboration 2.0 is crucial for developing new online literacies but is often overlooked. This two-year project aims to use Web 2.0 media as a communication tool to implement intercultural projects and investigate the effects of telecollaboration on language skills, intercultural competences, and motivation. This telecollaboration 2.0 project will last two years and use both asynchronous modes of communication, emails and video blogging, and synchronous modes, video conferencing, and virtual games. An Intercultural Exchange Forum will first be constructed with instructional materials, Web 2.0 communication capabilities, and evaluation mechanisms. In the first half of the first year, sixty intermediate non-English majors from two sections of a freshman English course at a national university in Taiwan will be paired with Japanese counterparts in a communication class at a national university in Japan. Students will exchange emails weekly on such topics as self-introduction, school life, tourism, music and art, cultural festivals, food culture, movies, and personal reflections. The second half of the first year will ask students to introduce their own culture in video blogs and to work collaboratively with their partners to produce a final video about the similarities and differences between particular cultural features. The second year will focus on synchronous communications: video conferencing and virtual games. Thirty students who demonstrated high motivation and good language skills in the first year will participate in the second-year study. For video conferencing, students will participate in six conferencing sessions with a partner teacher in Great Britain, who will introduce British culture. The teacher as researcher will then conduct follow-up sessions as students prepare to introduce Taiwanese culture to the British lecturer. Students will be divided into 6 groups; each will be responsible for one of the following topics: (1) basic information about Britain and Taiwan, (2) British and Taiwanese food and drink, (3) festivals, (4) social norms, (5) entertainment, and (6) fashion. Each group will report on what they have learned from the British lecturer and compare Britain and Taiwan in terms of their assigned topic. The second half of the second-year project will focus on using virtual games as a telecollaborative tool. Students will connect with others from around the world to work together to build artifacts and environments in virtual worlds, such as Second Life. Both sides of the exchange will play such games as The Walking Dead, Back to the Future, The Plague, and The Slave Trade and then provide feedback on the games’ plots and characters and how these games influence their language development. The researcher will then compare the reflections of all users and examine whether there are cultural differences in using games for cultural exchange and language learning. As for data collection, a Cultural Sensitivity Scale and a Motivation Questionnaire will be administered at the beginning and end of the project to determine any changes in cultural sensitivity and motivation. In-depth analyses of portfolios, post-task surveys, and semistructured interviews will provide valuable information about how telecollaboration 2.0 projects can contribute to intercultural awareness and language learning. It is hoped that the findings of this longitudinal study will provide deeper insights into how Web 2.0 intercultural collaborative projects can be created and integrated into language curricula and help students develop the cultural sensitivity, learning motivation, and language proficiencies they need to meet the demands of new digital literacies."

Keyword(s)

電子遠距合作2.0
Web 2.0
跨文化交換
英語為通用語
動機
telecollaboration 2.0
web 2.0
intercultural exchange
English as a lingua franca
motivation

DSpace CRIS

Telecollaboration 2.0: Computer-Mediated Communication for Cultural Exchange and Language Learning

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