Building Cross-Cultural Competence in a Foreign Language through Technology-Enhanced Project-Based Learning

Syzenko, Anastasiia; Diachkova, Yana

doi:10.34069/ai/2020.27.03.45

Cited by 15 publications

(11 citation statements)

References 10 publications

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“…For example, Popov et al (2014) engaged students with individualistic and collectivist backgrounds in paired collaborative learning and found that individualistic students performed better than collectivist students. In addition, several cross-cultural studies focused on students' perception (Lee & Markey, 2014;Lin & Gao, 2020;MacLeod et al, 2017) or a cross-cultural competence (Liu, 2007;Puteh et al, 2020;Su, 2008;Syzenko & Diachkova, 2020). Other studies also focused on the steps to design cross-cultural collaborative learning (Kumi-Yeboah, 2018;Yang et al, 2014).…”

Section: Cross-cultural Collaborative Learningmentioning

confidence: 99%

Idea Improvement and Socially Shared Regulation Matter in Cross-Cultural Online Collaborative Learning

Gyasi

Zheng

2023

Sage Open

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Cross-cultural collaborative learning has been paid more and more attention in recent years. To promote productive cross-cultural collaborative learning, idea generation and improvement, and socially shared regulation is crucial. The study aimed to identify the differences in idea generation and improvement as well as socially shared regulation between high- and low-performance groups in cross-cultural online collaborative learning. In this study, 24 culturally diverse university students composed of eight groups conducted cross-cultural online collaborative learning to solve problems collaboratively. Epistemic network analysis and lag sequential analysis methods were employed to analyze data quantitatively and qualitatively. The results revealed that different strategies shape different learning performances. High-performance groups adopted more cognitive, social, and regulation processes than low-performance groups. The results extend the existing literature by indicating that idea elaboration, refining or building on ideas, and appraisal is strongly connected to new ideas. In addition, transitions from monitoring and controlling to adapting metacognition in collaborative learning activities are the main difference in socially shared regulation between high-performance and low-performance groups. This study shed light on how to engage culturally diverse students to generate and improve ideas as well as jointly regulate collaborative learning.

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Section: Cross-cultural Collaborative Learningmentioning

confidence: 99%

Idea Improvement and Socially Shared Regulation Matter in Cross-Cultural Online Collaborative Learning

Gyasi

Zheng

2023

Sage Open

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“…Other researchers consider it appropriate to use the latest technologies for the development of intercultural competence (Pudikova et al, 2019). Scientists propose to observe the behaviour of the representatives of the cultures studied, consider a variety of real situations, role-playing games, interviews, brainstorming, storytelling, case study, puzzle (Ruiz & Spínola, 2019), comparison method, cultural capsule, cultural assimilation, cultural island (Sevimel-Sahin, 2020, joint completion of educational assignments by representatives of different cultures, using English for communication (Godwin-Jones, 2019), cross-cultural project learning (Syzenko & Diachkova, 2020), mobile learning (Chaya & Inpin, 2020), creating a language portfolio (Griva & Kofou, 2020), virtual exchange (Hřebačkov, 2019), reading fiction in a foreign language (Heggernes, 2021;Kato, 2018), in particular, short stories with real-life examples (Rezaei & Naghibian, 2018), international projects aimed at developing intercultural English-language communicative competence (Madina & Zamira, 2020), Internet resources, ICT (Korosidou, 2020;Madina & Zamira, 2020), and media technologies (Zilola et al, 2019), telecommuting (virtual exchange, international exchange) (Godwin-Jones, 2019), distance learning (Sandorova & Betak, 2021), etc. A special role is played by ICT in the educational process (Batra, 2022) in general, and in language learning, in particular (Ou, Gu & Lee, 2022).…”

Section: Introductionmentioning

confidence: 99%

Intercultural Communication Skills as an International Tool for the Development of English-Language Communicative Competencies

Kostyrya¹,

Козловська²,

Білецька³

et al. 2022

JCT

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The aim of this experimental study was to find out whether intercultural communication skills can be used as a tool to develop communicative English-speaking competencies. The experience of three countries: the Netherlands, Singapore, and Belgium was used for this purpose. The population of these countries has a high level of English as a foreign language. The pedagogical experiment was conducted in the course of research. A survey of the 137 participants in the experiment was conducted. The results were processed by mathematical methods of analysis of variance, Cohen’s coefficient and Pearson’s chi-squared test. Statictica software was also used. It was found that the use of such English teaching methods as watching English-language films, and reading English-language art works in the original language promotes the development of intercultural communication skills. Participation in live communication between students and English-speaking foreign classmates and virtual exchange are effective. However, the best results can be achieved by applying these three methods in sequence. The study showed that the teaching methods used, which contributed to the development of intercultural communication skills, also had a positive impact on the development of English-language communicative competencies. The established connection gives grounds to claim that the intercultural communication skills can be used as a tool for the development of English-language communicative competencies. Further research should focus on finding ways to optimize curricula, finding effective methods and focusing participants on the development of intercultural communication skills.

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“…Globalization, world economics, the internationalization of educational institutions, and the rapid development of telecommunications technology have turned the world into a global village [1]. Hence, there is pressure on educational institutions to educate and help students develop skills required in the 21st century working environment by adjusting education curricula [2]. For instance, Van [3] reported the relentless concern of the Vietnamese government to develop a cross-cultural curriculum for foreign language learning by collaborating with experts and international publishers including Macmillan Education and Pearson Education to develop textbooks.…”

Section: Introductionmentioning

confidence: 99%

“…For instance, Van [3] reported the relentless concern of the Vietnamese government to develop a cross-cultural curriculum for foreign language learning by collaborating with experts and international publishers including Macmillan Education and Pearson Education to develop textbooks. Additionally, Syzenko and Diachkova [2] discovered that cross-cultural projects supported by technology have a positive effect on learners' language proficiency and develop their cross-cultural competence. A well-designed 21st century curriculum focuses on giving students increased experiences targeted towards developing these skills through student-centered activities.…”

Section: Introductionmentioning

confidence: 99%

Reflecting on the Past to Shape the Future: A Systematic Review on Cross-Cultural Collaborative Learning from 2011 to 2020

2021

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Cross-cultural collaborative learning in different learning domains is the road to the sustainability of economic, social, and environmental development. It creates the appropriate environment to acquire cross-cultural communication and collaboration skills for the 21st century. This study conducted a systematic review of 54 articles on cross-cultural collaborative learning published from 2011 to 2020. Based on the proposed analysis framework, the major elements of cross-cultural collaborative learning are revealed, including learners, group composition, learning environment, cross-cultural learning content, collaborative learning strategies, and research designs. The results indicated that most studies engaged learners at the university level and adopted small group sizes in cross-cultural collaborative learning activities. The online learning environment and social science learning content were widely employed in the past 10 years. Most studies adopted multiple collaborative learning strategies and lasted for 9 to 24 weeks. Most studies targeted mixed research purposes and adopted the qualitative analysis method. The findings and relevant suggestions for future studies are discussed in depth.

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Building Cross-Cultural Competence in a Foreign Language through Technology-Enhanced Project-Based Learning

Cited by 15 publications

References 10 publications

Idea Improvement and Socially Shared Regulation Matter in Cross-Cultural Online Collaborative Learning

Idea Improvement and Socially Shared Regulation Matter in Cross-Cultural Online Collaborative Learning

Intercultural Communication Skills as an International Tool for the Development of English-Language Communicative Competencies

Reflecting on the Past to Shape the Future: A Systematic Review on Cross-Cultural Collaborative Learning from 2011 to 2020

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