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題名 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作者 洪鈺茹
Hung, Yu-Ru貢獻者 許麗媛
Hsu, Li-Yuan
洪鈺茹
Hung, Yu-Ru關鍵詞 跨文化溝通能力
成人學習者
線上學習平台
Intercultural Communicative Competence
Adult learners
Online tutoring platform日期 2021 上傳時間 4-Aug-2021 14:24:05 (UTC+8) 摘要 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。研究結果顯示，兩名成人學習者藉由與母語人士溝通的線上英語環境，發展多層面的跨文化溝通能力。首先，針對跨文化溝通能力的情意方面，他們對線上英語學習有更開放的態度，包含對母語人士的背景故事、對平台的諮商、自我反省、隱藏的情緒、好奇心以及對學習的喜好。再者針對文化認知方面，他們均透過和母語人士不同文化議題的討論，提升了文化知識與文化意識察覺。最後針對研究對象的行為，兩位參與者皆感受到口語溝通能力與溝通技巧的大幅進步。除此之外，研究也指出藉由和線上平台母語人士的溝通，讓他們更願意說英文，並透過其師生連結學習調整對母語人士的刻板印象。
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.參考文獻 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. https://doi.org/10.1093/elt/ccx023Cercone, 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. https://doi.org/10.1093/elt/50.3.199Lee, J. S. (2019). Quantity and diversity of informal digital learning of English. Language Learning & Technology, 23(1), 114-126. Retrieved from http://www.lltjournal.org/collection/col_10125_58892Lee, 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. https://doi.org/10.1007/978-981-13-2499-4 描述 碩士
國立政治大學
英國語文學系
107551016資料來源 http://thesis.lib.nccu.edu.tw/record/#G0107551016 資料類型 thesis dc.contributor.advisor 許麗媛 zh_TW dc.contributor.advisor Hsu, Li-Yuan en_US dc.contributor.author (Authors) 洪鈺茹 zh_TW dc.contributor.author (Authors) Hung, Yu-Ru en_US dc.creator (作者) 洪鈺茹 zh_TW dc.creator (作者) Hung, Yu-Ru en_US dc.date (日期) 2021 en_US dc.date.accessioned 4-Aug-2021 14:24:05 (UTC+8) - dc.date.available 4-Aug-2021 14:24:05 (UTC+8) - dc.date.issued (上傳時間) 4-Aug-2021 14:24:05 (UTC+8) - dc.identifier (Other Identifiers) G0107551016 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/136266 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 英國語文學系 zh_TW dc.description (描述) 107551016 zh_TW dc.description.abstract (摘要) 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。研究結果顯示，兩名成人學習者藉由與母語人士溝通的線上英語環境，發展多層面的跨文化溝通能力。首先，針對跨文化溝通能力的情意方面，他們對線上英語學習有更開放的態度，包含對母語人士的背景故事、對平台的諮商、自我反省、隱藏的情緒、好奇心以及對學習的喜好。再者針對文化認知方面，他們均透過和母語人士不同文化議題的討論，提升了文化知識與文化意識察覺。最後針對研究對象的行為，兩位參與者皆感受到口語溝通能力與溝通技巧的大幅進步。除此之外，研究也指出藉由和線上平台母語人士的溝通，讓他們更願意說英文，並透過其師生連結學習調整對母語人士的刻板印象。 zh_TW dc.description.abstract (摘要) 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. en_US dc.description.tableofcontents ACKNOWLEDGEMENTS ivCHINESE ABSTRACT ixABSTRACT xCHAPTER ONE: INTRODUCTION 1Background and Motivation of the Study 1Purpose of the Study 3CHAPTER TWO: LITERATURE REVIEW 5Conceptualizing Intercultural Competence 5Components of Intercultural Communicative Competence 7Synchronous Online Tutoring Platform: Functions 10Synchronous Online Tutoring Platform: Problems and Challenges 11Synchronous Online Tutoring Platform: Learners’ Awareness 12CHAPTER THREE: METHODOLOGY 15A Case Study Research Design 15The Online Tutoring platform 16Participants 17Data Collection and Procedures 19Semi-structured Interviews 20Learning Diaries 21Data Analysis 22CHAPTER FOUR: RESULTS 25Darren’s Development of Intercultural Communicative Competence 25The Affective Aspect 25The Cognitive Aspect 32The Behavioral Aspect 37Grace’s Development of Intercultural Communicative Competence 42The Affective Aspect 42The Cognitive Aspect 48The Behavioral Aspect 54Summary of the Two Participants’ Development of ICC 61CHAPTER FIVE: DISCUSSION 63Learners’ Attitude to the Intercultural Learning Experience 631. I felt confident to speak in the encouraging, private and authentic online environment. 632. I determined to find my appropriate learning style in the limited online tutoring platform. 67Learners’ Cognition and Behavior in the Intercultural Learning Experiences 711. The participants learned to adjust their values and judgement by understanding dynamic English tutors. 712. The participants emphasized student-teacher connection when matching up with their tutors. 73Other Factors That Influence the Learner’s Intercultural Learning Experience: Digital Literacy/ Personality/ the Critical Incident 76CHAPTER SIX: CONCLUSION 81Summary of the Findings 81Pedagogical Implications 83Limitations and Suggestions for Further Research 84REFERENCES 87APPENDIX A: INTERVIEW PROTOCOL 95APPENDIX B: LEARNING DIARIES 99 zh_TW dc.format.extent 1468341 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0107551016 en_US dc.subject (關鍵詞) 跨文化溝通能力 zh_TW dc.subject (關鍵詞) 成人學習者 zh_TW dc.subject (關鍵詞) 線上學習平台 zh_TW dc.subject (關鍵詞) Intercultural Communicative Competence en_US dc.subject (關鍵詞) Adult learners en_US dc.subject (關鍵詞) Online tutoring platform en_US dc.title (題名) 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 zh_TW dc.title (題名) Developing Intercultural Communicative Competence Through an Online English Tutoring Platform: A Case Study of Two Adult Learners en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 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. https://doi.org/10.1093/elt/ccx023Cercone, 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. 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