Please use this identifier to cite or link to this item:

Title: 透過線上英語學習平台發展跨文化溝通能力:兩位成人學習者的個案分析
Developing Intercultural Communicative Competence Through an Online English Tutoring Platform: A Case Study of Two Adult Learners
Authors: 洪鈺茹
Hung, Yu-Ru
Contributors: 許麗媛
Hsu, Li-Yuan
Hung, Yu-Ru
Keywords: 跨文化溝通能力
Intercultural Communicative Competence
Adult learners
Online tutoring platform
Date: 2021
Issue Date: 2021-08-04 14:24:05 (UTC+8)
Abstract: 儘管線上學習成效的研究近年逐漸增多,像是針對學習動機及語言學習策略等,但針對EFL學習者在一對一線上英語學習平台的跨文化學習結果仍有不足。本文旨在探討兩名臺灣成人英語學習者如何透過一對一線上英語學習平台發展跨文化溝通能力以及他們的跨文化學習經驗。資料蒐集包含訪談與學習日記作為主要資料。研究中,依照趙子嘉(2013)的跨文化能力指標作分析,以了解學習者的跨文化溝通力。
Although there is a growing body of research investigating the effectiveness of online tutoring on aspects such as motivation and learners’ language strategy, research into EFL learners’ intercultural learning outcomes through the one-on-one online tutoring platform has been scant. This study aimed to investigate two Taiwanese adult EFL learners’ development of intercultural communicative competence (ICC) and their intercultural learning experience via an online English tutoring platform. Data were collected through interviews and learners’ learning diaries. Chao’s (2013) three-component model of intercultural competence was adopted to examine learners’ development of ICC.
The results showed that the two participants developed various aspects of intercultural communicative competence through interacting with native speakers in the online tutoring environment. First, regarding the affective aspect of intercultural communicative competence, the participants were able to show open attitude to the tutors’ backgrounds, interest in tutors’ stories, surprises with the consulting functions of the platform, personal reflections, hidden emotions, curiosity as well as learning preference through English learning. As for the cognitive aspect of ICC, the participants gained cultural knowledge and awareness about different cultural issues. As for the behavior aspect, both participants admitted that they have greatly improved their English speaking ability and communication skills. As for their attitude toward the online learning experience, both participants were more willing to speak English due to the platform. They learned to adjust their stereotype by connecting with their tutors.
Reference: Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56(1), 57-64.

Angelova, M., & Zhao, Y. (2016). Using an online collaborative project between American and Chinese students to develop ESL teaching skills, cross-cultural awareness and language skills. Computer Assisted Language Learning, 29(1), 167-185.

Arasaratnam, L. A., & Doerfel, M. L. (2005). Intercultural communication competence: Identifying key components from multicultural perspectives. International Journal of Intercultural Relations, 29, 137–163.

Avgousti, M. I. (2018). Intercultural communicative competence and online exchanges: A systematic review. Computer Assisted Language Learning, 31(8), 819-853.

Bailey, K. M. (1991). Diary Studies of Classroom Language Learning: The Doubting Game and the Believing Game. In E. Sadtono (Ed.), Language acquisition and the second/foreign language classroom. Singapore: SEAMEO, Regional Language Center.

Bailey, K. M., & Ochsner, R. (1983). A methodological review of the diary studies: Windmill tilting or social science. Second Language Acquisition Studies, 188-198.

Baker, W. (2009). The cultures of English as a lingua franca. TESOL Quarterly, 43(4), 567–592.

Baker, W. (2012). From cultural awareness to intercultural awareness: Culture in ELT. ELT Journal, 66(1), 62-70.

Bennett, J. M., Bennett, M. J., & Allen, W. (2003). Developing intercultural competence in the language classroom. Culture as the core: Perspectives on Culture in Second Language Learning, 237-270.

Blake, R., Wilson, N. L., Cetto, M., & Pardo-Ballester, C. (2008). Measuring oral proficiency in distance, face-to-face, and blended classrooms. Language Learning & Technology, 12(3), 114.

Brown, P., Levinson, S. C., & Levinson, S. C. (1987). Politeness: Some universals in language usage (Vol. 4). Cambridge university press.

Bueno Alastuey, M. C. (2011). Perceived benefits and drawbacks of synchronous voice-based computer-mediated communication in the foreign language classroom. Computer Assisted Language Learning, 24(5), 419-432.

Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon, UK: Multilingual Matters.

Case, A. (2017). One-on-one Language Teaching and Learning: Theory and Practice, 71(3), 388–389. Oxford University Press.

Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. AACE Journal, 16(2), 137-159.

Chao, T. C. (2013). A diary study of university EFL learners' intercultural learning through foreign films. Language, Culture and Curriculum, 26(3), 247-265.

Chao, T. C. (2014). The development and application of an intercultural competence scale for university EFL learners. English Teaching & Learning, 38(4), 79-124.

Chen, J. J., & Yang, S. C. (2014). Fostering foreign language learning through technology-enhanced intercultural projects. Language Learning & Technology, 18(1), 57-75.

Chen, J. J., & Yang, S. C. (2016). Promoting cross-cultural understanding and language use in research-oriented Internet-mediated intercultural exchange. Computer Assisted Language Learning, 29(2), 262-288.

Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.

Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241-266.

Deardorff, D. K. (2011). Assessing intercultural competence. New Directions for Institutional Research, 2011(149), 65.

Eslami, Z. R. (2011). In Their Own Voices: Reflections of Native and Nonnative English Speaking TESOL Graduate Students on On-Line Pragmatic Instruction to EFL Learners. TESL-EJ, 15(2), n2.

Fantini, A. E. (2000). A central concern: Developing intercultural competence. SIT Occasional Papers Series, 1, 25-42.

Freiermuth, M. R., & Huang, H. C. (2012). Bringing Japan and Taiwan closer electronically: A look at an intercultural online synchronic chat task and its effect on motivation. Language Teaching Research, 16(1), 61-88.

Gudykunst, W. B. (2004). Bridging differences: Effective intergroup communication. London: Sage.

Guichon, N., Bétrancourt, M., & Prié, Y. (2012). Managing written and oral negative feedback in a synchronous online teaching situation. Computer Assisted Language Learning, 25(2), 181-197.

Hauck, M., & Hampel, R. (2005). The Challenges of Implementing Online Tuition in Distance Language Courses: Task Design and Tutor Role. Distance Education and Languages, 258-277.

Helm, F., & Dooly, M. (2017). Challenges in transcribing multimodal data: A case study. Language Learning & Technology, 21(1), 166-185.

Houge, T. T., & Geier, C. (2009). Delivering one‐to‐one tutoring in literacy via videoconferencing. Journal of Adolescent & Adult Literacy, 53(2), 154-163.

Hsu, S. Y. S., & Beasley, R. E. (2019). The effects of international email and Skype interactions on computer-mediated communication perceptions and attitudes and intercultural competence in Taiwanese students. Australasian Journal of Educational Technology, 35(1).

Jauregi, K., De Graaff, R., van den Bergh, H., & Kriz, M. (2012). Native/non-native speaker interactions through video-web communication: a clue for enhancing motivation?. Computer Assisted Language Learning, 25(1), 1-19.

Kozar, O. (2015). Discursive practices of private online tutoring websites in Russia. Discourse: Studies in the cultural politics of education, 36(3), 354-368.

Kozar, O. (2016). Text chat during video/audio conferencing lessons: Scaffolding or getting in the way?. CALICO Journal, 33(2), 231-259.

Kramsch, C., & Sullivan, P. (1996). Appropriate pedagogy. ELT Journal, 50(3), 199–212.

Lee, J. S. (2019). Quantity and diversity of informal digital learning of English. Language Learning & Technology, 23(1), 114-126. Retrieved from

Lee, L. (2016). Autonomous learning through task-based instruction in fully online language courses. Language Learning & Technology, 20(2), 81–97.

Liaw, M. L., & Bunn-Le Master, S. (2010). Understanding telecollaboration through an analysis of intercultural discourse. Computer Assisted Language Learning, 23(1), 21-40.

Martin, J. N., & Hammer, M. R. (1989). Behavioral categories of intercultural communication competence: Everyday communicators’ perceptions. International Journal of Intercultural Relations, 13, 303–332.

Merriam, S., & Merriam, S. (1998). Qualitative research and case study applications in education / Sharan B. Merriam. (2nd ed.). Jossey-Bass Publishers.

Michelson, K. (2018). Teaching culture as a relational process through a multiliteracies-based global simulation. Language, Culture and Curriculum, 31(1), 1-20.

Moran, P. R., & Lu, Z. (2001). Teaching culture: Perspectives in practice. Boston: Heinle & Heinle.

Oakley, G., Pegrum, M., Xiong, X. B., Lim, C. P., & Yan, H. (2018). An online Chinese-Australian language and cultural exchange through digital storytelling. Language, Culture and Curriculum, 31(2), 128-149.

Porto, M. (2019). Does education for intercultural citizenship lead to language learning?. Language, Culture and Curriculum, 32(1), 16-33.

Price, L., Richardson, J. T., & Jelfs, A. (2007). Face‐to‐face versus online tutoring support in distance education. Studies in Higher Education, 32(1), 1-20.

Schwienhorst, K. (2007). Learner autonomy and CALL environments. New York: Routledge.

Shield, L., Hauck, M., & Hewer, S. (2001). Talking to strangers–the role of the tutor in developing target language speaking skills at a distance. Proceedings of UNTELE, 2000(2), 75-84.

Spencer-Oatey, H., & Franklin, P. (2009). Intercultural interaction: A multidisciplinary approach to intercultural communication. London: Palgrave Macmillan.

Stickler, U., & Hampel, R. (2019). Qualitative Research In Online Language Learning: What Can It Do?. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 9(3), 14-28.

Wach, A. (2015). Advanced learners’ intercultural experience through computer-enhanced technology: A study of Polish and Romanian students. In New media and perennial problems in foreign language learning and teaching, 21-38. Springer, Cham.

Wang, C. M. (2012). Using Facebook for cross-cultural collaboration: The experience of students from Taiwan. Educational Media International, 49(1), 63-76.

Wang, Y. (2004). Supporting synchronous distance language learning with desktop videoconferencing. Language Learning & Technology, 8(3), 90-121.

Ware, P., & O'Dowd, R. (2008). Peer feedback on language form in telecollaboration. Language Learning & Technology, 12(1), 43-63.

White, C., Zheng, Y., & Skyrme, G. (2020). PPTELL issue: developing a model for investigating one-to-one synchronous Chinese online language teaching via videoconferencing. Computer Assisted Language Learning, 1-22.

Wiseman, R. L., Hammer, M. R., & Nishida, H. (1989). Predictors of intercultural communication competence. International Journal of Intercultural Relations, 13, 349–369.

Yu, M. C. (2011). Learning how to read situations and know what is the right thing to say or do in an L2: A study of socio-cultural competence and language transfer. Journal of Pragmatics, 43(4), 1127-1147.

Zeiss, E., & Isabelli-García, C. L. (2005). The role of asynchronous computer mediated communication on enhancing cultural awareness. Computer Assisted Language Learning, 18(3), 151-169.

Zeng, S. (2018). English learning in the digital age : agency, technology and context. Singapore Springer.
Description: 碩士
Source URI:
Data Type: thesis
Appears in Collections:[英國語文學系] 學位論文

Files in This Item:

File Description SizeFormat
101601.pdf1433KbAdobe PDF0View/Open

All items in 學術集成 are protected by copyright, with all rights reserved.

社群 sharing