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Developing intercultural competence through study abroad, telecollaboration, and on-campus language study

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dc.contributor.author Lee, Juhee
dc.contributor.author Song, Jayoung
dc.date.accessioned 2019-10-22T17:12:09Z
dc.date.available 2019-10-22T17:12:09Z
dc.date.issued 2019-10-17
dc.identifier.citation Lee, J. & Song, J. (2019). Developing intercultural competence through study abroad, telecollaboration, and on-campus language study. Language Learning & Technology, 23(3), 178–198. http://hdl.handle.net/10125/44702
dc.identifier.issn 1094-3501
dc.identifier.uri http://hdl.handle.net/10125/44702
dc.description.abstract Although a number of studies have investigated study abroad or telecollaboration separately, none to date has included both methods with the aim of differentiating their impacts on the development of intercultural communicative competence (ICC). Using mixed methods, the current study compared foreign language learners’ perceived ICC development under three different conditions over 6 weeks: 1) a study-abroad program (n = 52) in Korea, China, Japan, France, and Spain designed for American undergraduates; 2) telecollaboration (n = 54) between Korean students of English and American students of Korean; and 3) on-campus language study (n = 44) among Korean students of English and American students of Chinese who were learning languages at their home institutions. Data from 150 students were collected from pre- and post-study questionnaires measuring cognitive, affective, and behavioral aspects of ICC; reflective writing; exit essays; and interviews. The results indicated that the study abroad and telecollaboration groups exhibited significant improvement in perceived cognitive, affective (engagement and confidence), and behavioral aspects of ICC over time, whereas the on-campus (control) group showed little change in any aspect of ICC. Although the study-abroad group displayed significantly higher levels of intercultural knowledge than the telecollaboration group, both groups showed similar degrees of improvement in the affective and behavioral aspects of ICC. We argue that online interactions with members of the target culture can be as beneficial as studying abroad and that it is at least more beneficial than traditional classroom language learning in the development of L2 learners’ perceived ICC.
dc.publisher University of Hawaii National Foreign Language Resource Center
dc.publisher University of Texas at Austin Center for Open Educational Resources and Language Learning
dc.subject Telecollaboration
dc.subject Study Abroad
dc.subject On-campus Language Study
dc.subject Intercultural Competence
dc.title Developing intercultural competence through study abroad, telecollaboration, and on-campus language study
dc.type Article
dc.type.dcmi Text
dc.identifier.doi 10125/44702
prism.volume 23
prism.number 3
prism.startingpage 178
prism.endingpage 198
Appears in Collections: Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education


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