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Methodological Perspectives: A Decade of Telecollaborative Studies in Intercultural Communicative Competence
|Title:||Methodological Perspectives: A Decade of Telecollaborative Studies in Intercultural Communicative Competence|
Intercultural Communicative Competence
Interaction analysis in education
|Date Issued:||31 Jul 2020|
|Abstract:||Situated within second language acquisition (Chen, Sih, & Liu, 2015; Cappellini, 2016),
globalization (Jackson, 2008), and sociology (Friedman & Antal, 2005), intercultural
communicative competence (ICC) has continued to grow and mature as an area of interest for
second and foreign language researchers. The 21st century has also afforded the use of web
2.0 technologies, making way for new methods for learners to communicate and collaborate with
learners from different cultures and languages without crossing borders. These opportunities for real-time interaction, particularly through telecollaborative activities, have encouraged the development of ICC and educational efforts to promote ICC by affording different methods of long-distance communication, thus recognizing telecollaboration as a formidable means of intercultural and language development (Canto, Jauregi, & Van Den Bergh, 2013). The goal of this article is to review studies that analyze ICC, a common theme within telecollaborative research, specifically targeting the methodological practices conducted. Results of the current research reveal several patterns and trends regarding participants, TL proficiency, contexts, modes of telecollaborative practices and methodologies employed within ICC research in telecollaboration. Findings demonstrated potential areas in need of improvement, including participant distribution, proficiency matching, multimodality, and methodological practices. While this study highlights areas of concern, it also shares its findings in hopes of paving the way for future research efforts.
|Appears in Collections:||
MA and AGC Scholarly Papers|
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