Task-Based Telecollaboration: Global Citizens beyond the Classroom

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Project title

Code/計畫編號

MOST106-2410-H019-008

Translated Name/計畫中文名

任務導向跨文化合作計畫:超越教室藩籬以培育世界公民

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=12233538

Year

2017

Start date/計畫起

01-08-2017

Expected Completion/計畫迄

31-07-2018

Bugetid/研究經費

717千元

ResearchField/研究領域

語文

"網路科技的興起，讓教學超越了教室的藩籬，使學習跳脫國與國之間的分界。在這個數位時代裡，當多元讀寫素養及國際溝通正興起，如何讓外語學習者，能夠與世界同儕溝通並合作，這樣的需求變得非常的重要。此兩年期計畫，主要目的是(1)設計電腦輔助溝通跨文化任務，並將其融合在外語課程當中，(2)探討此任務導向電腦溝通跨文化計畫，如何增進學生的跨文化素養，學習動機，語言學習，以及了解他們的看法，(3)比較此計畫，對不同種族背景學生們的影響。本研究運用 O’Dowd and Ware (2009)及Guth and Helm (2012) 所提出之建議，將線上讀寫技巧融合在設計跨文化任務中，這些任務包括了訊息交換，比較與分析，以及合作與產出等三類型任務。首先，建立任務導向電腦溝通媒介平台，以提供互動溝通的機制，並收集學生完成上述跨文化任務時所有的資料。此三種任務是互相關聯的，例如，第一個訊息交換任務，主要是運用自我介紹及交換文化主題相關的訊息，以破冰並強化彼此的關係。第二個比較分析任務，旨在探討新聞報導及電影中有關文化的議題，以訓練學生批判思考及發展世界觀。最後跨國合作產出任務則是讓兩國學生，利用科技工具產出，比如運用數位漫畫，來展現他們對於有關世界公民主題線上文章的評析，或者利用線上拼圖軟體，來展現有關於自身文化的意象。最後透過綜合兩國學生們的意見，運用數位說故事的影片，來展現他們的新讀寫素養之成果。這些任務將在第一年期的台灣和俄羅斯交換計畫實施，合作夥伴是 Kuban State University 俄羅斯的語言主修的學生；也會在第二年期的台灣和日本的交換計畫執行，合作夥伴為來自Gunma Prefectural Women’s University 的跨文化溝通主修的日本學生。就資料蒐集與分析而言，為探討學生的跨文化能力增進與否，研究者將運用前後測跨文化問卷，以t-test 來分析成效；學生的動機轉變，也利用前後測動機問卷分析。此外，研究者將分析事後問卷的量化資料，及學生日誌和訪談的質性資料，以瞭解學生對跨文化計畫的看法。學生的語言使用將以 GEPT 寫作的評分標準，比較學生最初的30%和最後30%的線上傳送內容。最後，在兩年期合作資料蒐集完成後，研究者將會進行跨國比較，檢視各國學生包括台灣、俄羅斯、及日本的學生，在此交流計畫中，所獲得的文化知識，學習動機，及語言表現，是否有差異。由於新讀寫素養需要有較長的時間發展，且蒐集並比較不同種族學生的資料，需更多的時間，此兩年期時間規畫應屬需要。期盼將任務導向電腦溝通跨文化活動，融入外語課程的創新計畫，能夠幫助學生增進溝通技巧，培育學生成為主動學習及跨文化的合作者，使學生成具讀寫素養及文化知識的世界公民，在當今數位時代更具國際競爭力。"
"The rise of online technologies has taken language teaching beyond classroom walls and permitted learning across borders. In this digital era, when multiliteracies and international communication are emerging, the need to empower L2 learners for communicating and collaborating with global peers has become paramount. This two-year study aims to (1) design computer-mediated intercultural tasks in EFL curricula, (2) investigate the effects of an intercultural task-based CMC project on students’ intercultural competence, motivation, language use, and perceptions, and (3) compare cross-cultural differences in the project’s learning effects. This study utilizes O’Dowd and Ware’s (2009) and Guth and Helm’s (2012) ideas in integrating online literacy skills into the design of intercultural tasks, including information exchange, comparison and analysis, and collaboration and product creation. A Task-based CMC Forum will be constructed to evaluate interactive communication capabilities and facilitate data collection on completion of intercultural collaboration tasks. Three types of interrelated tasks will be studied. The first consists of an information exchange task on ice-breaking and warming up peer relationships by self-introduction and exchanging views on cultural topics. The second focuses on discussing cultural issues drawn from news reports and films, in the aim of fostering critical thinking and global perspectives. The last, a collaboration and product creation task, integrates technological production tools to allow students to create a comic strip to show their interpretation of global citizenship, a collage to show representative cultural images, and a digital storytelling video to demonstrate new literacy skills by synthesizing viewpoints of two cultural groups in a multi-modal format. These tasks will be implemented in a first-year Taiwan-Russia project in the fall of 2017, and a second-year Taiwan-Japan project in the fall of 2018, with each type of task spanning four to five weeks. The three tasks together will constitute an 18-week interaction cycle. The partner school will consist of linguistics majors from Kuban State University in Russia in the first-year study, and international communications majors from Gunma Prefectural Women’s University in Japan in the second-year study. Students’ intercultural competence will be evaluated by t-test analyses of pre-/post intercultural competence questionnaires adapted from Fantini (2007), and by qualitative analyses of students' journals and interviews. Students’ motivational changes will be analyzed though a t-test of pre-/post motivation modified from Lan et al. (2015). Quantitative data from a post-task survey and qualitative data from journals and interviews will be gathered to gain information on students’ perceptions of the project. Students’ language performance will be evaluated based on GEPT writing criteria, scoring the initial 30% and final 30% of chat logs. Finally, a cross-cultural comparison of the effects of telecollaboration on intercultural competence, motivation, and language performance will be conducted among Taiwan, Japanese, and Russian students using ANOVA. As multi-literacy skills need to be cultivated over a long period of time and data for cross-cultural comparison between different ethnic groups needs to be collected over an even longer time span, the two-year framework of this project is deemed appropriate. It is hoped that the project’s innovative design aimed at encouraging integration of task-based CMC intercultural activities in EFL curricula can help students improve their communication strategies and become active learners and intercultural collaborators. The new literacy skills and intercultural competences acquired in this project will empower them as global citizens and enhance their global competitiveness in the digital age."

Keyword(s)

任務導向教學法
新讀寫素養
電腦為溝通媒介
跨文化溝通能力
全球化
Task-based Language Teaching
New Literacies
Computer-Mediated Communication
Intercultural Competence
Globalization

DSpace CRIS

Task-Based Telecollaboration: Global Citizens beyond the Classroom

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