67 research outputs found
The influence of outside foreign language and culture exposure in EFL classroom collaborative writing task
No full text[EN] This study examines whether foreign language acquisition can be acquired through sharing information when students participate in knowledge building forums using English as the lingua franca. It also explores whether the students with higher levels of linguistic knowledge and cultural awareness relating to the foreign language share this information with their peers throughout the writing process. The study was conducted in two Spanish classrooms, where the participants were bilingual in both Catalan and Spanish. A pre-questionnaire was used to determine the level of exposure to the English language and English culture outside of the classroom. The students were scored on their responses and then divided into three groups: low-, medium-, and high-level exposure to the English language and culture. A one-way ANOVA was used to determine whether exposure to the English language and culture outside of the classroom would influence pre-test scores, and there is an interaction effect between language and cultural exposure and the pre-test scores (F = 5.17). Upon the conclusion of the collaborative writing task, a one-way ANOVA was used to determine whether there was an interaction effect between language and cultural exposure and the post-test scores (F = 4.47). The student scores increased at the same rate across the groups. In collaborative writing and knowledge building tasks, students learn about the content from their peers, and the information disperses throughout the group where there is a shared understanding of the content upon completion. However, the linguistic and cultural knowledge the students have prior to participating in these tasks do not get dispersed in the same manner, rather, all groups show an improvement in their foreign language skills, but the knowledge of the foreign language does not equalize across the groups.I would like to thank the participating students and faculty of Col·legi Sant Pau Apostle in Tarragona, in particular, Pere Boluda, for his assistance and contribution.Manegre, M. (2021). The influence of outside foreign language and culture exposure in EFL classroom collaborative writing task. The EuroCALL Review. 29(1):27-37. https://doi.org/10.4995/eurocall.2021.13194OJS2737291Álvarez Valencia, J.A. & Fernandez Benevides, A. (2017). Using social networking sites for language learning to develop intercultural competence in language education programs. Journal of International and Intercultural Communication. ISSN: 1751-3057 (Print) 1751-3055 https://doi.org/10.1080/17513057.2018.1503318Álvarez Valencia, J. A. (2016a). Language views on social networking sites for language learning. The case of Busuu. Computer Assisted Language Learning, 29(5), 853-867. https://doi:10.1080/09588221.2015.1069361Álvarez Valencia, J. A. (2016b). Social networking sites for language learning: Examining learning theories in nested semiotic spaces. Signo y Pensamiento, 35(68), 66-84. https://doi:10.11144/Javeriana,syp35-68.snslBanks, J. A., & Banks, C. A. M. (Eds.) (2010). Multicultural education: Issues and perspectives. (7th ed.) Hoboken, NJ: Wiley.Benediktsson, A. I., & Ragnarsdottir, H. (2019). Communication and Group Work in the Multicultural Classroom: Immigrant Students' Experiences. European Journal of Educational Research, 8(2). 453-465. https://doi:10.12973/eu-jer.8.2.453Bereiter, C., & Scardamalia, M. (2010). Can Children Really Create Knowledge?. Canadian Journal of Learning and Technology / La revue canadienne de l'apprentissage et de la technologie, 36(1). Canadian Network for Innovation in Education. https://www.learntechlib.org/p/43133/Boesch, B. (2014). The importance of the professor in college classroom climate for immigrant students. College Quarterly. 17(4).Brown, K. L. (2003). From teacher-centered to learner-centered curriculum: Improving learning in diverse classrooms. Education, 124(1), 49-54.Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.Chen-Chung, L., Pin-Ching, W., & Shu-Ju, T., (2016). An analysis of student engagement patterns in language learning facilitated by Web 2.0 Technologies. ReCALL 28(2), 104- 122. https://doi.org/10.1017/S095834401600001XConsell Superior d'Avaluació del Sistema Educatiu (2015). Avaluació del projecte COMconèixer. Barcelona, Departament d'Ensenyament,Consell Superior d'Avaluació del Sistema Educatiu, col·lecció Documents 32. http://cdl3.cdl.cat/COMconeixer/docs/Avaluacio_Projecte_COMconeixer.pdfFurstenberg, G. (2010). Making Culture the Core of the Language Class: Can It Be Done? The Modern Language Journal, 94(2), 329-332. https://doi.org/10.1111/j.1540-4781.2010.01027.xKimmel, K., & Volet, S. (2010). Significance of content in university students' (meta) cognitions related to group work. A multi-layered, multi-dimensional and cultural approach. Learning and Instruction, 20(6), 449-464. https://doi.org/10.1016/j.learninstruc.2009.05.004Kramer Moeller, A., & Nugent, K. (2014). Building intercultural competence in the language classroom. Faculty Publications: Department of Teaching, Learning and Education. 161. Retrieved from: http://digitalcommons.unl.edu/teachlearnfacpub/161Lanteigne, B. (2007). A different culture or just plain rude? English Teaching: Practice and Critique. 6(2), pp. 89-98.Lee, L. (2010). Fostering reflective writing and interactive exchange through blogging in an advanced language course. ReCALL, 22(2), 212-227. https://doi:10.1017/S095834401000008XLi, Y., & Dervin, F. (2018). Interculturality in a Different Light: Modesty Towards Democracy in Education? Intercultural Communication Education, 1(1), 12-26. https://dx.doi.org/10.29140/ice.v1n1.28Manegre, M., Gutiérrez-Colón, M., & Gisbert, M. (2019). Foreign Language Learning in Knowledge Forums: using a knowledge-building forum in an EFL classroom. The EuroCALL Review, 27(1), 3-13. https://doi.org/10.4995/eurocall.2019.11150.Melo-Pfeifer, S., & Schmidt, A. (2013). "Dessine-moi tes langues et je te dirai qui tu es": le rapport des enfants lusodescendants au portugais comme Langue-Culture d'Origine en Allemagne. Recherches en didactique des langues et des cultures. Les cahiers de l'Acedle, 10(1). https://doi.org/10.4000/rdlc.1512Scardamalia, M., & Bereiter, C. (1991). Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media. The Journal of the learning sciences, 1(1), 37-68. https://doi.org/10.1207/s15327809jls0101_3Sert, O., & Balaman, U. (2018). Orientations to negotiated language and task rules in online L2 interaction. ReCALL, 30(3), 355-374. https://doi:10.1017/S0958344017000325Sinicrope, C., Norris, J. & Watanabe, Y. (2007). Understanding and assessing intercultural competence: A summary of theory, research, and practice. (Technical report for the Foreign Language Program Evaluation Project). Retrieved from http://hdl.handle.net/10125/4068
Cross-Cultural Peer Feedback in Academic Writing Tasks: A Virtual Exchange Connecting Students in Sri Lanka with Students in Spain
No full text[EN] Cross-cultural peer feedback has been shown to increase intercultural competence (IC) and cultural knowledge (Sarangapani et al., 2018), in addition to improving writing skills and language accuracy in a foreign language. This study investigates cross-cultural peer feedback in academic written assignments as part of a virtual exchange. Students in Spain (n = 39) were paired with students in Sri Lanka (n = 60) to analyze and provide corrective feedback using English as a lingua franca. The students were required to complete three writing tasks. Each of the tasks was peer-reviewed by the students’ assigned group mates in the other country to correct the grammar and provide feedback before the final version was submitted for grading. The results show that participation in this project improved English editing and writing skills. The participants felt that their IC and foreign culture skills increased and generally felt that they would recommend this project to other peers.Puig-García, S.;Manegre, M.;Udeshinee, WAP. (2025). Cross-Cultural Peer Feedback in Academic Writing Tasks: A Virtual Exchange Connecting Students in Sri Lanka with Students in Spain. En Editorial Universitat Politècnica de València, . https://doi.org/10.4995/EuroCALL2024.2024.19064OC
An Analysis of Student Perceptions of Online Language Learning in Virtual Classrooms
No full text[EN] This study analyses the perceptions of students when learning in an online language learning (OLL) environment using virtual classrooms. The main goals were to find out if students enjoy learning in this manner, if they perceive learning benefits and if they would recommend this method to others. A total of 15 OLL students participated in this study and responded to an online questionnaire that mirrored a similar previous study which analysed the perception of online teachers using virtual classrooms (Manegre & Sabiri, 2020). The majority of the students surveyed (60.00%) indicated that they only enjoy learning online sometimes since they are taking OLL classes for professional and academic purposes and not for leisure purposes or general enjoyment. However, the participants of this study found OLL using virtual classrooms to be an effective instruction method and they do believe that this method of instruction is a suitable replacement for in-classroom learning.El Morabit, S.; Manegre, ML. (2023). An Analysis of Student Perceptions of Online Language Learning in Virtual Classrooms. The EuroCALL Review. 30(1):18-34. https://doi.org/10.4995/eurocall.2023.16760OJS1834301Bahasoan, A. N., Wulan Ayuandiani, Muhammad Mukhram, & Aswar Rahmat. (2020). Effectiveness of Online Learning in Pandemic COVID-19. International Journal of Science, Technology & Management, 1(2), 100-106. https://doi.org/10.46729/ijstm.v1i2.30Berry, S. (2019). The Role of Video and Text Chat in a Virtual Classroom: How Technology Impacts Community. Educational Technology and Resources for Synchronous Learning in Higher Education, 173–187. https://doi.org/10.4018/978-1-5225-7567-2.ch009Blake, R. (2011). Current Trends in Online Language Learning. Annual Review of Applied Linguistics, 31(35). https://doi.org/10.1017/S026719051100002XBlanco, C. (2020). The 2020 Duolingo Language Report. Duolingo Blog. Retrieved from https://bit.ly/33H0wu8Castellacci, F., & Tveito, V. (2018). Internet use and well-being: A survey and a theoretical framework. Research policy, 47(1), 308-325. https://doi.org/10.1016/j.respol.2017.11.007Civinini, C. (2018). Europe is leaving US behind on language learning according to Pew report. The PIE (Professionals in International Education) News. Retrieved from https://bit.ly/34wnNzkEurostat. (2020)., People expanding their knowledge by learning online. Retrieved from https://bit.ly/2QZTIFdEurostat (2021). Foreign language skills statistics. Retrieved from https://bit.ly/3fSEkTCJabeen, S.S., & Thomas, A.J. (2015). Effectiveness of Online Language Learning. Proceedings of the World Congress on Engineering and Computer Science 2015 Vol. I. Retrieved from https://www.iaeng.org/publication/WCECS2015/WCECS2015_pp297-301.pdfJenkins, R. (2021). Students feel isolated–online learning can help their mental health. eSchool News. Retrieved from https://bit.ly/3fwcKwqMa, A. (2019). The Gaokao is China's Notoriously Tough Entrance Exam, which can also get you into Western Universities. Business Insider. Retrieved from https://bit.ly/3fxNFAZManegre, M., & Sabiri, K. A. (2020). Online Language Learning using Virtual Classrooms: An Analysis of Teacher Perceptions. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2020.1770290Michael, K. (2012). Virtual classroom: Reflections of Online Learning. Campus-Wide Information Systems, 29(3), 156–165. https://doi.org/10.1108/10650741211243175Misir, H., Koç, D. K., & Koç, S. E. (2018). An Analysis of Learner Autonomy and Autonomous Learning Practices in Massive Open Online Language Courses. Arab World English Journal (AWEJ), 29, 24–39. https://dx.doi.org/10.24093/awej/call4.3Narushima, M., Liu, J., & Diestelkamp, N. (2013). The Association Between Lifelong Learning and Psychological Well-Being Among Older Adults: Implications for Interdisciplinary Health Promotion in an Aging Society. Activities, Adaptation & Aging, 37(3), 239–250. https://doi.org/10.1080/01924788.2013.816834Nguyen, T. (2015). The Effectiveness of Online Learning: Beyond No Significant Difference and Future Horizons. MERLOT Journal of Online Learning and Teaching, 11(2), 309–319. Retrieved from https://www.researchgate.net/profile/Tuan-Nguyen-186/publication/308171318_The_Effectiveness_of_Online_Learning_Beyond_No_Significant_Difference_and_Future_Horizons/links/57dc114608ae4e6f18469e8c/The-Effectiveness-of-Online-Learning-Beyond-No-Significant-Difference-and-Future-Horizons.pdfOkita, S. Y. (2012). Social Interactions and Learning. Encyclopedia of the Sciences of Learning, 182–211. https://doi.org/10.1007/978-1-4419-1428-6_1770Pallavicini, F., Ferrari, A., & Mantovani, F. (2018). Video Games for Well-Being: A Systematic Review on the Application of Computer Games for Cognitive and Emotional Training in the Adult Population. Frontiers in Psychology, 9, 2127. https://doi.org/10.3389/fpsyg.2018.02127Patrick, O. B. (2020). Effects and Remedies of Culture Shock on Higher Education Students in China. European Journal of Research and Reflection in Educational Sciences Vol, 8(12).Poggensee, A. (2016). The Effects of Globalization on English Language Learning: Perspectives from Senegal and the United States. Western Michigan University. Available from https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=3725&context=honors_thesesRaes, A., Vanneste, P., Pieters, M., Windey, I., Van Den Noortgate, W., & Deapaepe, F. (2019). Learning and Instruction in the Hybrid Virtual Classroom: An Investigation of Students’ Engagement and the Effect of Quizzes. Computers & Education, 143. https://doi.org/10.1016/j.compedu.2019.103682Sims, T., Reed, A. E., & Carr, D. C. (2016). Information and Communication Technology Use Is Related to Higher Well-Being Among the Oldest-Old. The Journals of Gerontology, 72(5), 761–770. https://doi.org/10.1093/geronb/gbw130Slegers, K., van Boxtel, M. P. J., & Jolles, J. (2008). Effects of Computer Training and Internet Usage on the Well-Being and Quality of Life of Older Adults: A Randomized, Controlled Study. The Journals of Gerontology, 63(3), 176–184. https://doi.org/10.1093/geronb/63.3.P176Valuates Reports. (2020). Online Language Learning Market Size is Projected to Reach USD 12,452.63 Million by 2025. Cision PR Newswire. https://prn.to/3uLjk7yXenos, M. (2018). The Future of Virtual Classroom: Using Existing Features to Move Beyond Traditional Classroom Limitations. Interactive Mobile Communication Technologies and Learning, 725, 944–951. https://doi.org/10.1007/978-3-319-75175-7_9Zhang, Y. (2019). Chinese parents are paying for their kids to learn English from US online tutors. Here's how the job works. USA Today. Retreived from https://bit.ly/3w2YDn
L\u27exposition aux langues étrangères dans les forums de développement des connaissances utilisant l\u27anglais comme langue étrangère
No full textThis study examines whether the students with higher levels of language and cultural awareness relating to the L2 share this knowledge with their peers in collaborative writing tasks when participating in the Knowledge Building International Project (KBIP). The study was conducted in two Spanish classrooms, where the participants were bilingual in both Catalan and Spanish. A pre-questionnaire was used to determine the level of exposure to English language and English culture and the students were scored on their responses and then divided into three groups: low-, medium-, and high-level exposure to English. A one-way ANOVA was used to determine whether exposure to English language and culture outside of the classroom would influence pre-test scores. There is an interaction effect between language and cultural exposure and the pre-test scores (F = 5.17). Upon the conclusion of the collaborative writing task, a one-way ANOVA was used to determine whether there was an interaction effect between language and cultural exposure and the post-test scores (F = 4.47). The student scores increased at the same rate across the groups. This indicates that the students did not share their knowledge of the English language and culture with their peers in this online writing task.Cette étude examine comment l\u27exposition préalable à une langue et à une culture étrangères influence les performances des étudiants dans les tâches de construction de connaissances en ligne. Comme les tâches de construction de connaissances permettent aux étudiants de partager et de diffuser leurs connaissances, cette étude examine si les connaissances en langues et cultures étrangères sont également diffusées au sein du groupe. L\u27étude a été menée dans la région Catalane d\u27Espagne, où les élèves de neuvième année qui ont participé à l\u27étude apprenaient l\u27anglais comme langue étrangère et étaient tous bilingues (catalan et espagnol). Les élèves ont été évalués afin de déterminer leur exposition antérieure à la langue et à la culture anglaises, et ils ont été divisés en niveaux d\u27exposition faible, moyen et élevé à la langue anglaise. Les étudiants ont passé un pré-test et un post-test avant et après l\u27étude, et une ANOVA à sens unique a été utilisée pour déterminer si l\u27exposition à l\u27anglais avait influencé les performances aux tests. L\u27analyse montre que les scores des élèves ont augmenté au même rythme dans tous les groupes. Cela indique que les étudiants n\u27ont pas partagé leurs connaissances de la langue et de la culture anglaises avec leurs pairs dans cette tâche d\u27écriture en ligne; cependant, les étudiants ont généralement montré une augmentation de leur compréhension et de leur production de la langue étrangère. Une analyse plus approfondie des messages du forum indique qu\u27il y a eu des problèmes de variabilité pragmatique, ce qui est probablement dû à l\u27absence de participants dont la langue maternelle est l\u27anglais
Assessing written texts: Can university students identify whether texts are written by humans or AI?
No full text[EN] In an era where AI is becoming more sophisticated and accessible, can students reliably distinguish between human-generated and AI-generated texts? This question underscores the need to incorporate generative AI platforms into learning environments to aid in increasing digital literacy (Creely et al., 2025). For example, AI chatbots are used to provide corrective feedback on foreign language writing tasks (Yang & Chen, 2025; Ziqi et al., 2024; Zou et al., 2024). The goal of this study is to determine whether university students can identify AI-generated texts and whether previous experience with the software, familiarity with AI, and location play a role. This was tested across 78 university students at two universities (NSBM Green University in Sri Lanka, Rovira and Virgili University in Spain). The students completed a pre-questionnaire, which was designed to collect background variables, including their use and knowledge of AI systems. They were then asked to read a series of texts and indicate whether they believed the text was written by a human, written and then translated with machine translation, or written by a chatbot (ChatGPT). The results from the students in Spain and Sri Lanka show that there are no significant differences in the responses. The participants could not distinguish between the human and AI-generated texts (choosing correctly only 30-40% of the time across all sections), which would suggest that the writing capabilities of AI systems are advanced enough that, even to those who believe they are familiar with the technology, they could not distinguish whether something is human-created or artificially created. These findings are relevant to educators interested in incorporating training or practice with Generative AI into their teaching practices.Puig-García, S.;Manegre, M.;Udeshinee, P.;Mullen, M. (2025). Assessing written texts: Can university students identify whether texts are written by humans or AI?. En Editorial Universitat Politècnica de València, (pp. 272-281). https://doi.org/10.4995/EuroCALL2025.2025.21243OCS27228
Interview with Nicholas Wade by Marni Siegel, November 8, 2007
No full textThe interview was a project of the Center for Public Genomics (http://www.genome.duke.edu/centers/cpg/).Nicholas Wade is a science writer for the New York Times and author of several books, including LifeScripts, about genetics and genomics. He also covered the Asilomar Conference for Science magazine.Funded by a grant from the National Human Genome Research Institute and the US Department of Energy (P50 HG003391)
Online Language Learning Using Virtual Classrooms and Knowledge Building Forums
No full textAquesta tesi es compon de de tres projectes amb els quals s'han investigat diferents àrees de
l’Aprenentatge d'Idiomes Assistit per Ordinador (ALAO). El primer projecte descriu les
característiques i funcions dels entorns virtuals en l’aprenentatge/ensenyament de llengües
estrangeres assistides per ordinador. El segon projecte presenta la fase inicial d’un estudi que
analitza les converses en un fòrum de “construcció de coneixement” (conegut en anglès com
“Knowledge Building fòrum” (KB) amb l’objectiu de trobar evidències sobre l’adquisició
d’una llengua estrangera en aquest tipus d’entorns virtuals. Les conclusions d’aquest segon
projecte s’han utilitzat per a crear el mètode de recerca per al tercer projecte que es presenta
en aquesta tesi. Els objectius del tercer projecte són determinar si mitjançant l’ús de la
metodologia del fòrum de construcció del coneixement es pot adquirir una llengua estrangera.
Per a realitzar l’anàlisi de les dades d’aquesta tesi, s’han utilitzat tant la triangulació de
mètodes com la triangulació de dades en les anàlisis. En el primer projecte, es van enquestar
35 professors de llengua estrangera que treballen per a empreses privades, mitjançant una
enquesta digital sobre les seves percepcions sobre l’ensenyament en aquests entorns. En el
segon projecte, es va realitzar una anàlisis ad hoc de les publicacions en un fòrum , l’objectiu
del qual va ser comprovar si hi havia plagi i estudiar la gramàtica per a trobar evidències sobre
l’adquisició de la llengua estrangera. . Finalment, el tercer projecte es van avaluar 60 estudiants
en una escola espanyola mitjançant un pre-qüestionari, un pre-test, un post-test i un postqüestionari. Juntament amb les proves, es va incloure l’observació a classe per poder veure els
canvis dels estudiants a mesura que avançaven per les etapes del coneixement.
Els resultats del projecte inicial mostren que els docents creuen que arriben a conèixer
millor coneixen millor a als estudiants a un nivell més personal mitjançant una aula virtual que
en un entorn presencial, creuen que aprenen al mateix ritme o més ràpid quan usen aules
virtuals i els agradaria que s’ofereixin més assignatures en aquest entorn en línia.Aprendizaje de Lenguas Asistidas por Ordenador (ALAO). El primer proyecto describe las
características y funciones de los entornos virtuales en el aprendizaje/ enseñanza de lenguas
extranjeras asistidas por ordenador. El segundo proyecto presenta la fase inicial de un estudio
que analiza las conversaciones en un foro de “construcción de conocimiento” (conocido en
inglés como “knowledge building forum” (KB) con el objetivo de encontrar evidencias sobre
la adquisición de una lengua extranjera en este tipo de entornos virtuales. Los hallazgos de este
segundo proyecto se han utilizado para crear el método de investigación para el tercer proyecto
que se presenta en esta tesis. Los objetivos del tercer proyecto son determinar si mediante el
uso de la metodología del foro de construcción del conocimiento se puede adquirir una lengua
extranjera.
Para realizar el análisis de los datos de esta tesis, se han utilizado tanto la triangulación
del método como la triangulación de datos en los análisis. En el primer proyecto, 35 profesores
que trabajan para empresas privadas que enseñan inglés como lengua extranjera (EFL)
contestaron una encuesta sobre sus percepciones sobre la enseñanza en estos entornos. En el
segundo proyecto, se realizó un análisis ad hoc de las publicaciones en un foro, cuyo objetivo
fue comprobar si había plagio y comprobar la gramática para encontrar evidencias sobre la
adquisición de lengua extranjera. Finalmente, en el tercer proyecto se evaluaron 60 estudiantes
en una escuela española utilizando un pre-cuestionario, un pre-test, un post-test y un postcuestionario. Junto con las pruebas, se incluyó las observaciones en clase para poder ver los
cambios de los estudiantes a medida que avanzaban por las etapas de conocimiento.
Los resultados del proyecto inicial muestran que los docentes creen que llegan a
conocer mejor a los estudiantes a un nivel más personal utilizando un aula virtual que en un
entorno presencial, creen que los estudiantes aprenden al mismo ritmo o más rápido cuando
usan aulas virtuales, y les gustaría que se ofrecieran más asignaturas en línea. Además, los
profesores encuestados creen que las aulas virtuales podrían reemplazar las aulas tradicionales
para la mayoría de las materias.Learning (CALL) have been investigated. The first project describes the features and functions
of virtual classroom systems in online language learning (OLL) instruction. The second project
presents the initial phase of a study analyzing the conversations in a Knowledge Building (KB)
forum for evidence of foreign language acquisition (FLA). The findings from this project were
used to create the method for the third project of this dissertation. The objectives of the third
project were to determine whether FLA occurs during the KB process.
The method of this dissertation used both method triangulation and data triangulation
in the analyses. In the first project, 35 OLL teachers that work for private companies teaching
English as a Foreign Language (EFL) were surveyed using an online digital survey on their
perceptions of teaching in these environments. In the second project, an ad hoc analysis of the
posts in a forum was completed, where the posts were analyzed using a plagiarism and
grammar checker for evidence of FLA. Finally, the third project included testing 60 students
at a Spanish school using a pre-questionnaire, a pre-test, a post-test, and a post-questionnaire.
In conjunction with the testing, in-class observation was included to watch the students as they
advanced through the stages of knowledge.
The results of the initial project show that the teachers believe they get to know the
students better on a more personal level using a virtual classroom than in a face-to-face (F2F)
environment, they believe the students learn at the same rate or faster when using virtual
classrooms, and they would like to see more subjects offered in this online environment. In
addition, the teachers surveyed believe that virtual classrooms could replace traditional
classrooms for most subjects.
The analysis of the second project found evidence that the students passed through the
construction of knowledge stages; however, confounding variables, a small number of posts
by participant, and inconsistent error types made it difficult to determine whether there was
evidence of FLA for each student
Fostering intercultural competence through an asynchronous virtual exchange in secondary-level foreign language classes
No full textIntercultural competence (IC) has long been recognized as an important learning objective in foreign language education. This study investigates whether an asynchronous virtual exchange (VE) may be used as a tool to develop IC in secondary-level students. Two Spanish foreign language classes in Western Canada were linked with two English foreign language classes in Spain, using a virtual platform. The students conducted a six-week VE with four assignments based on Deardorff\u27s (2006a) IC framework. Using a quasi-experimental research design, students’ perceived IC growth was measured. The results revealed a significant association between students\u27 VE engagement and their perceived increase in IC. Additionally, the analysis found evidence that learners rated the VE activities as highly interesting, valuable to their learning, and recommendable. This adds to the corpus of research that supports the use of VEs as effective and accessible techniques for fostering intercultural learning
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