Learning to become users of English as a Lingua Franca (ELF): How ELF online communication affects Taiwanese learners' beliefs of English

Ke, I-Chung; Cahyani, Hilda

doi:10.1016/j.system.2014.07.008

Cited by 72 publications

(55 citation statements)

References 22 publications

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“…With the greater affordance and availability of digital technologies, EIL researchers have begun tapping into a range of digital resources, such as videoconferencing (Lee et al, ), online discussion boards (Ke & Suzuki, ) and email exchanges (Ke & Cahyani, ) for putting EIL ideas into practice. Although these technology‐supported interventions are generally considered to positively facilitate students’ attitudes toward EIL, they have mainly been conducted in instructional or extracurricular contexts, overlooking IDLE environments in which a significant number of non‐native users of English today interact with other users of English from various countries.…”

Section: Literature Reviewmentioning

confidence: 99%

Informal digital learning of English and English as an international language: The path less traveled

Lee

2018

Brit J Educational Tech

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This exploratory study aimed to identify a model that explains the relationship between Informal Digital Learning of English (IDLE) practice and English as an International Language (EIL) perception. The hypothesized model—students’ engagement in IDLE practice will be significantly and positively related to their perception of EIL—was tested using a survey with 317 Korean EFL (English as a Foreign Language) university students. The results of Structural Equation Modeling showed a strong, significant and positive relationship between IDLE activities in which EFL learners engage and their EIL perception. Practically, these findings help broaden the scope of conventional EIL intervention beyond the classroom as a complementary EIL pedagogical model. From a theoretical perspective, this study represents a conceptual advance in our understanding of IDLE by adding a new insight to the current literature. This study also makes a contribution toward bridging an interdisciplinary divide between EIL and IDLE.

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Section: Literature Reviewmentioning

confidence: 99%

Informal digital learning of English and English as an international language: The path less traveled

Lee

2018

Brit J Educational Tech

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“…• In the case of OIE aimed at developing linguistic and communicative competences, fostering LSP learning or increasing learner autonomy and motivation, the results seem to indicate that an L1 configuration might be more suitable, as significant differences were appreciated between the two groups of participants. (Ke & Cahyani, 2014;Sevilla-Pav on & Haba Osca, 2016) or between native speakers (NS) (Belz, 2003;Belz & Thorne, 2006;Dooly & Sadler, 2013;Sevilla-Pav on & Haba Osca, 2017), the differences between both kinds of configurations remain widely unexplored, with very rare exceptions. Among those, Ke's (2016) small-scale study aimed to determine how a multilingual OIE influenced participants' identities.…”

Section: What This Paper Addsmentioning

confidence: 99%

“…Twenty‐first century skills include life and career skills; learning and innovation skills; information, media and technology skills (Partnership for 21st Century Skills [P21], ). While most previous studies have focused either on exchanges between non‐native speakers (NNS) (Ke & Cahyani, ; Sevilla‐Pavón & Haba Osca, ) or between native speakers (NS) (Belz, ; Belz & Thorne, ; Dooly & Sadler, ; Sevilla‐Pavón & Haba Osca, ), the differences between both kinds of configurations remain widely unexplored, with very rare exceptions. Among those, Ke's () small‐scale study aimed to determine how a multilingual OIE influenced participants' identities.…”

Section: Introductionmentioning

confidence: 99%

L1 versus L2 online intercultural exchanges for the development of 21st century competences: The students’ perspective

Sevilla-Pavón¹

2018

Brit J Educational Tech

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The myriad of possibilities brought about by the advent of Web 2.0 in terms of communication and interaction have revolutionised educational practices over the past few years. One of the most promising educational approaches resulting from this revolution is online intercultural exchange or telecollaboration, which has been reported to contribute towards the development of 21st century competences. Many of the benefits of online intercultural exchange have been extensively explored in the literature and numerous studies have been carried out. However, very few studies have looked into the differences between an L1 or mother tongue exchange and an L2 or lingua franca exchange as far as the development of 21st century competences is concerned. This paper aims at filling this gap by exploring and comparing the results of two configurations of Online Intercultural Exchange carried out over a period of 4 months with 125 participants. The results indicate that the L1 exchange was perceived as more beneficial than the L2 exchange for most of the competences studied (linguistic and communicative competences, Language for Specific Purposes learning, learner autonomy and teamwork). Meanwhile, the L2 exchange was considered as more beneficial for the development of intercultural competence. Furthermore, no significant differences were observed regarding digital literacy.

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“…It has led to the emergence of a number of local English varieties in different places of the world (Bolton, 2012;Kachru, 1985). The rise of English for international communication among people from diverse linguistic and cultural backgrounds has also challenged the dominance of native speaker English in English language education (Jenkins, 2006;Ke & Cahyani, 2014). Proposals have been made to include more localised English varieties in the teaching and learning English enterprises alongside the conventionally adopted standards of British and American English (Kirkpatrick, 2006;Sharifian, 2009).…”

Section: Introductionmentioning

confidence: 99%

Teaching English as an international language in China: Investigating university teachers' and students' attitudes towards China English

Wang

2015

System

117

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Learning to become users of English as a Lingua Franca (ELF): How ELF online communication affects Taiwanese learners' beliefs of English

Cited by 72 publications

References 22 publications

Informal digital learning of English and English as an international language: The path less traveled

Informal digital learning of English and English as an international language: The path less traveled

L1 versus L2 online intercultural exchanges for the development of 21st century competences: The students’ perspective

Teaching English as an international language in China: Investigating university teachers' and students' attitudes towards China English

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