Developing intercultural communicative competence by the means of telecollaboration

Toscu, Saliha; Erten, İsmail Hakkı

doi:10.1007/s10639-020-10174-8

Cited by 24 publications

(17 citation statements)

References 21 publications

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“…In fact, the relationship between telecollaboration and ICC is so evident since the former can lead to increased intercultural competence among learners including second language learners. Toscu and Erten (2020) have shown the necessity of integrating telecollaboration into language learning programs for educators, planners, and institutions to promote outcomes related to ICC. Meleady et al, (2020) have also explored the role of intergroup contact and ICC during telecollaboration.…”

Section: Literature Reviewmentioning

confidence: 99%

Telecollaboration and Intercultural Communicative Competence: Revealing Students’ Experiential Insights in Saudi Arabia and the U.S.

Khateeb¹,

Hassan²

2022

WJEL

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As several intercultural communicative competence studies integrated telecollaboration, this practice has become popular in academia and other relevant disciplines such as bridging cultural differences. Nevertheless, most of such research has been conducted in South Asian countries such as China, Japan and Taiwan, as well as in North America and Europe, with the focus mainly on European languages, specifically English. The driving force of this research was because there has been a rapid increase in the number of learners of English and Arabic as foreign languages, who have rarely interacted together, either because of an existing limited understanding or narrow cultural awareness of each other’s cultures and perhaps languages. Accordingly, the researcher presented a comparative analyses of language learners' insights prior to and after their engagement in a telecollaborative experience. The research indicated that, in the past, there have been limited studies conducting similar investigations of those two settings, due to the tremendous differences in both the languages and cultures. The findings have shown the necessity of participants to understand each other’s needs and interests to result in successful telecollaboration during ICC process.

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Section: Literature Reviewmentioning

confidence: 99%

Telecollaboration and Intercultural Communicative Competence: Revealing Students’ Experiential Insights in Saudi Arabia and the U.S.

Khateeb¹,

Hassan²

2022

WJEL

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“…Indeed, telecollaboration and the multiple interaction options that digital technologies currently provide, have brought new possibilities for FL classes, allowing contact with the language in question to extend beyond the spatial and temporal limits of the class. As stated by Toscu and Erten [5], this methodological option increases learners' autonomy in their own learning process, motivating them towards an authentic and meaningful use of the language. This multiplication of possibilities and opportunities associated with telecollaboration results, to a large extent, from the use of several digital tools in the context of FL teaching-learning [6], [3].…”

Section: Introductionmentioning

confidence: 97%

Collaborative Learning and Ict Use in French for Specific Purposes Classes

Ribeiro¹,

Ribeiro²,

Calvão³

2022

INTED2022 Proceedings

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In recent decades, telecollaboration has become more frequent in different teaching contexts, with regular publication of studies on this type of practice [1]. Based on the interaction, mediated by digital communication tools, between students from different geographical, cultural and/or linguistic contexts, telecollaboration favours sharing, dialogue and debate, contributing to the consolidation of linguistic, cultural and digital competences and, therefore, being a pedagogical option increasingly valued in the context of foreign language teaching-learning [2].This paper describes a collaborative learning experiment developed (from October 2020 to January 2021) between two French for Specific Purposes (FOS) classes (25 students), from two undergraduate courses taught in Portuguese higher education institutions. This project, which took place in the first semester of 2020/2021, aimed, above all, to interact with FOS students from different scientific areas (Office Management and Business Communication (OMBC) and Tourism and Cultural Management (TCM)), thus favouring interdisciplinarity.This article, based on data collected through a questionnaire applied to participants in January 2021, presents some digital tools that students used to accomplish the work and describes the technical and soft skills developed by the participants. The technological solutions that students preferred to communicate and share information were WhatsApp, Zoom and MSTeams. Web pages of companies, airlines and accommodation/restaurant service providers were the most used sources of information by the students. For French text validation, students refer to Linguee and GoogleTranslator as the most relevant. The soft skills that were mentioned by the respondents as being the most developed were "tolerance", "resilience" and "autonomy".

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“…The intercultural communicative competence (ICC) implies, on the one hand, the individual’s understanding of the norms of their own culture and other cultures. On the other hand, ICC implies an understanding of how to use that knowledge for successful communication with people who do not share the same cultural background and for the effective building of bridges in situations of cultural diversity (Akdere et al, 2021 ; Toscu & Erten, 2020 ). The development of this competence will surely influence feelings, identity and patterns of thinking.…”

Section: Introductionmentioning

confidence: 99%

“…With regard to behavioural elements, a number of skills are necessary for successful communication (Akdere et al, 2021 ; Chen & Young, 2012 ; Lee & Song, 2019 ; Swartz & Shrivastava, 2021 ; Toscu & Erten, 2020 ). They are as follows:…”

Section: Introductionmentioning

confidence: 99%

“…According to Chen and Starosta ( 1997 ), these affective elements include ‘willingness or motivation to understand, acknowledge, respect, and even accept differences of the two cultural beings or groups’ (p. 231). Affective elements, according to Akdere et al ( 2021 ), Chen and Starosta ( 2000 ), Griffith et al ( 2016 ), Lee and Song ( 2019 ) and Toscu and Erten ( 2020 ) refer to:…”

Section: Introductionmentioning

confidence: 99%

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Intercultural communicative competence in higher education through telecollaboration: typology and development

Gutiérrez-Santiuste

Real

2023

Educ Inf Technol

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This study aims to analyse intercultural communicative competence, understood as the individual’s ability to effectively and appropriately develop communication and behaviour, when interacting in an intercultural context. In this study, the Behavioural, Affective and Cognitive Dimensions, and their sub–dimensions, are considered by using videoconferencing as a tool for telecollaboration in Higher Education. These sub–dimensions are observed according to their positive and negative orientation (facilitating or inhibiting). The objectives of the current study are to analyse the dimensions and sub–dimensions distribution, to assess the incidence of the typology of generic and specific topics, and to assess the over time communication evolution. Content analysis of communications between university peers was carried out and we undertook a percentage frequency index. The results show behavioural communications to be in the majority, followed by affective and, finally, cognitive communications. Communications with a negative aspect are almost absent from this study. MANOVA was performed to investigate differences between typologies of topics (generic/specific) in dimensions. This research founds statistically significant differences in Affective Dimension. ANOVAs were conducted to observe if there are differences in the development over time of Behavioural, Affective and Cognitive Dimensions of intercultural online communications. There was a significant effect over time in Affective and Behavioural Dimension. The present study finds expressions that show a positive attitude towards communication, as well as interest in and an effort to maintain it. We can conclude that, in Affective Dimension, where generic topics enhance communication, while educational topics inhibit it. However, a sustained evolution over time has not been found, rather a significant incidence depending on topic themes.

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Developing intercultural communicative competence by the means of telecollaboration

Cited by 24 publications

References 21 publications

Telecollaboration and Intercultural Communicative Competence: Revealing Students’ Experiential Insights in Saudi Arabia and the U.S.

Telecollaboration and Intercultural Communicative Competence: Revealing Students’ Experiential Insights in Saudi Arabia and the U.S.

Collaborative Learning and Ict Use in French for Specific Purposes Classes

Intercultural communicative competence in higher education through telecollaboration: typology and development

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