No abstract

This study integrated intercultural learning activities into English as a foreign language (EFL) learning course in a vocational school in China. The study focused on improvement of students’ EFL abilities, intercultural communicative competence (ICC), and knowledge sharing (KS). A group of second-year students from China were partnered with a group of university students from Indonesia. 360-degree video technology was used to create an authentic and immersive intercultural learning environment in which students created content in English related to their culture and traditions, shared content with partners from the other culture, and reflected on their intercultural learning. We investigated whether learning activities supported by 360-degree video technology have positive impact on EFL learning, ICC development, and KS. The data was collected through questionnaires, tests, observations, and interviews. Three main findings were obtained in the study. The results demonstrated that 360-degree video technology-supported intercultural learning activities improved students’ EFL abilities, ICC, and KS. In addition, it was found that dimensions of KS and ICC have significant relationship with each other. Finally, the students had a positive attitude toward the learning activities supported by 360-degree video technology, were satisfied with the technology, and had intentions to use it in the future for learning. On this basis, we made several suggestions for educators and researchers.

This paper aims to explain how CMC has implications for constructivism in communication and cultural learning. he method used to write this review followed previous patterns by work. During collecting articles as main sources, we used Google scholar, Baidu scholars, Science Direct and Mendeley search platform, we also used such keywords as cross-cultural learning, technology, intercultural learning, promoting, facilitating, understanding and competence to find articles. in the end in this paper found conclusions Technology-used should fulfil the today need of learner. Combination of asynchronous and synchronous communication are mostly suggested for the next future research. We also believe by the need of global society and the rapid growth of technology, people around the world need more advanced technology such as Hologram, VR technology, artificial intelligent features, cloud and so on.

In this study, telecollaborative learning activities were carried out in virtual learning environments created by the 360-degree video technology. We aimed to facilitate students’ creativity, innovation, and entrepreneurship. Two groups of students, a group of junior high school students from China (n = 15) and a group of university students from Indonesia (n = 10), participated in the study. Students created cultural learning content using the 360-degree video technology which considered to be creative, innovative, and entrepreneurial, shared it with their international partners on the telecollaborative platform and then watched content of their partners to experience virtual panoramic tours. After that, students exchanged their ideas and comments with each other in order to improve content quality. We investigated whether participation in telecollaborative learning activities positively impacts students’ creativity, innovation, and entrepreneurship. The data were collected through questionnaires and interviews. We also analyzed content created by the participants in learning activities. Two main findings were obtained: (1) technology-supported learning activities improved participants’ creativity, innovation, and entrepreneurship and (2) the participants positively perceived their learning experiences. Based on our results, we proposed several suggestions and derived some implications.

Intercultural interaction and communication are rapidly increasing throughout the world. In a fast-growing and globalised world, the ability to communicate with people across cultures is important. This study discusses describing the Byram model of the environment used in learning, culture, language, and problems and solutions for the future and using qualitative methods by following the pattern of previous research with the primary sources from Google Scholar, Baidu Scholar, Science Direct and Mendeley's search platform. The result from this research is (1) This ICC model can be used as a useful reference and guideline for teacher planning in discussions and discussions to develop IC students. (2) Inter-cultural learning is more effective and more impressive such as Holograms, VR technology, Artificial Intelligence, cloud, etc. (3) The most widely used topics in the studio are culture (n = 4), daily life (n = 2), controversial issues, language, communication, physical space (time resolution), resolution, resolution, and stereotyping. (4) Problems, solutions, and suggestions for future studies and practices. Most of the problems that most of us find here are socialisation. The solution to this problem is to familiarise students with this communication tool.