The role of intercultural virtual exchanges in global citizenship development

Lenkaitis, Chesla Ann; Loranc‐Paszylk, Barbara

doi:10.1080/17513057.2021.1876241

Cited by 13 publications

(10 citation statements)

References 26 publications

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“…Similar to the studies by Duffy et al (2020) and Lenkaitis and Loranc-Paszylk (2021), this study also benefits from telecollaboration in enhancing students' critical thinking skills. It assesses the effectiveness of telecollaboration based on two data sources: students' written arguments and responses to the survey items.…”

Section: Effectiveness Of Telecollaborative Learningsupporting

confidence: 53%

“…The qualitative analysis of data from students' written reflections and focus groups revealed an increase in all areas. Using a pre-and postsurvey design, Lenkaitis and Loranc-Paszylk (2021) examined the effect of a six-week synchronous virtual exchange on the development of university students' global citizenship competences. Students met weekly and had discussions on the topics of sports, patriotism, advertising, crime, and natural disasters.…”

Section: Effectiveness Of Telecollaborative Learningmentioning

confidence: 99%

“…Evidence from such studies has affirmed positive outcomes connected to linguistic and intercultural development of students as a result of engagement in telecollaborative learning. Following the recent calls for engaging students in more critically-oriented exchanges (Helm, 2013;O'Dowd, 2016), the developmental focus of telecollaboration has expanded beyond language learning and intercultural development to teacher training (Bilki et al, 2019;Dooly & Sadler, 2013;Üzüm et al, 2020), content knowledge development (Cunningham, 2019;Saricaoglu, & Geluso, 2020) or development of digital literacies or global perspectives (Duffy et al, 2020;González, 2020;Helm, 2013;Lenkaitis & Loranc-Paszylk, 2021;Oskoz & Gimeno-Sanz, 2019;Priego & Liaw, 2017). While there has been scant research on the latter, telecollaboration has the potential to contribute to the development of students' critical perspectives, which is the concern of this study.…”

Section: Introductionmentioning

confidence: 99%

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A telecollaborative approach to foster students' critical thinking skills

Sarıcaoğlu¹

2021

FELT

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This study reports on a telecollaborative approach to foster students' critical thinking skills, more specifically to help them gain knowledge about a different educational culture and develop a critical perspective upon their own educational culture at the university. The study specifically examines the extent to which participation in telecollaboration enabled students to complete a critical thinking task and how students perceived their telecollaborative learning experiences. Undergraduate students taking a Critical Thinking course at a university in Turkey telecollaborated with undergraduate students at a university in the USA for three weeks. They were given a critical thinking task in which they exchanged information with their US partners, compared their education with the US education and analyzed their education from a critical thinking perspective, developed three written arguments based on the telecollaboratively-exchanged information as their final product, and reflected upon their telecollaborative learning experiences. According to the analysis of their written arguments and survey responses, telecollaboration provided students with an effective medium to complete the critical thinking task, although some students reported experiencing some problems. Suggestions are offered for better learning experiences in future telecollaborative implementations.

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Section: Effectiveness Of Telecollaborative Learningsupporting

confidence: 53%

Section: Effectiveness Of Telecollaborative Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A telecollaborative approach to foster students' critical thinking skills

Sarıcaoğlu¹

2021

FELT

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“…Implementation of VEs in language classrooms has demonstrated benefits for learners related to the development of language skills, intercultural communication, digital literacy, and encouragement of independent learning (Guth & Helm, 2010;O'Dowd & Waire, 2009)-all of which are important in attaining competences around global citizenship (Lenkaitis & Loranc-Paszylk, 2021). These skills are particularly relevant for life in the 21st centurypeople communicate with each other via the internet on a daily basis.…”

Section: The Value Of Virtual Exchanges In Language Educationmentioning

confidence: 99%

Addressing Media Literacy through an International Virtual Exchange: A Report of One ESL-EFL Collaboration

Lehotska¹,

Tomaš²,

Vojtkulakova³

2022

TESL-EJ

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This article contributes to the literature on the value of Virtual Exchanges (VEs) in the field of technology-mediated language learning. Specifically, we report on a pilot program for high school English as a Foreign Language (EFL) learners in Slovakia and English as a Second Language (ESL) learners in Michigan, USA who engaged in a 10-week, international VE focused on media literacy. Learners in both countries collaborated on a project that involved developing and administering a survey on media literacy beliefs and practices among high schoolers at their institutions and provided feedback on their international peers’ survey designs and presentations of survey findings. Learners also worked to raise awareness about misinformation through a media literacy campaign implemented in their social media networks. To guide language educators interested in implementing VEs, we also address the technological tools that enhanced the VE program and discuss several pedagogical issues that are important to consider in VEs for language learners.

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“…The recent COVID-19 crisis has also resulted in changing student attitudes toward study-abroad that necessitate further investigation in higher education (Mok, Xiong, Ke, & Cheung, 2021). As a result, there is burgeoning interest in understanding how global citizenship and other intercultural factors can be developed virtually (Lenkaitis & Loranc-Paszylk, 2021). With these factors in mind, the purpose of this mixed-methods study was to empirically assess the impact of a short-term US-based academic program (conducted online as a virtual study-abroad program) on the GM of a group of sophomore Japanese university students.…”

Section: Introductionmentioning

confidence: 99%

Assessing the impact of a virtual short-term study-abroad program on Japanese university students’ global-mindedness

Deacon

Miles

2022

JVE

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Short-Term Study-Abroad (STSA) programs are popular in Japanese higher education; however, participating students’ experiences are under-researched, particularly in areas outside of second-language acquisition. This study empirically assessed the impact of a six-week study-abroad program with a US university (conducted online as a virtual program due to the COVID-19 pandemic) on sophomore Japanese university students’ Global-Mindedness (GM). This mixed-methods study employed experimental (n=53) and control (n=82) groups to investigate the following research question: What is the impact of a virtual STSA program on the GM of participating students? Quantitative data were collected at three time periods (pretest/posttest/post-posttest) using a modified version of the 30- item, five-factor GM Scale (GMS, see Hett, 1993). Descriptive statistics and two-way ANOVAanalyses revealed a significant increase in the experimental groups’ posttest results, which then returned to similar pretest levels in the post-posttest period. Reflection papers, surveys, and semi-structured interviews informed the qualitative perspective, and findings suggested a need for sustained post-program supportive measures to help maintain students’ GM.

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The role of intercultural virtual exchanges in global citizenship development

Cited by 13 publications

References 26 publications

A telecollaborative approach to foster students' critical thinking skills

A telecollaborative approach to foster students' critical thinking skills

Addressing Media Literacy through an International Virtual Exchange: A Report of One ESL-EFL Collaboration

Assessing the impact of a virtual short-term study-abroad program on Japanese university students’ global-mindedness

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