Intercultural Learning via Instant Messenger Interaction

Li Jin · Tony Erben

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EFL/ESL Teaching and Learning Linguistic Education and Pedagogy Language, Communication, and Linguistic Studies

Abstract

This paper reports on a qualitative study investigating the viability of instant messenger (IM) interaction to facilitate intercultural learning in a foreign language class. Eight students in a Chinese as a foreign language (CFL) class participated in the study. Each student was paired with a native speaker (NS) of Chinese, and each pair collaborated on eight intercultural-learning tasks over a 2-month period through IM. Data were collected through an ethnographic survey, intercultural sensitivity scale, follow-up interviews, the researcher's reflective journal, and participants’ IM conversation transcripts. The results showed that student participants’ intercultural interaction engagement and attentiveness steadily increased, they developed self-reflection capacities, critical thinking skills, and greater sensitivity and respect for intercultural differences during their IM-based intercultural learning. Participants also had predominantly positive attitudes toward IM use in intercultural learning.

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References

2020Teaching and Assessing Intercultural Communicative Competence 2003Artifacts and cultures-of-use in intercultural communication 2003Linguistic perspectives on the development of intercultural competence in telecollaboration 2003Understanding the "Other Side": Intercultural learning in a Spanish-English e-mail exchange 1999Electronic literacies: language, culture, and power in online education 2002Social dimensions of telecollaborative foreign language study 2006Internet-mediated intercultural foreign language education 2001Giving a virtual voice to the silent language of culture: The Cultura project

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