电脑视讯於跨文化交流之应用.ppt

電腦視訊於跨文化交流之應用 Desktop Videoconference for Intercultural Exchanges,輔大英文 施佑芝,Outline,Background Purposes Methodology Results Discussion Conclusion,Background,Many projects mainly involved the use of written technologies Bowman Soh & Soon, 1991 Use DVC to assist practice of not only text-based but also oral communication DVC helps to generate higher student involvement in learning and interaction with others (Kliger, 2002) Similar projects in Taiwan: CFL via DVC (Hsin, 1997) CFL via IVC (Hsin, 1999) Medical education (Chen et al., 1998),Purposes of the Study,Understand the Taiwanese EFL learners perceptions of practicing English language skills with Non-native speakers through DVC Identify issues evolved in the connections and online intercultural communication,Method,Participants 32 Taiwanese Taking Computer-Assisted Instruction 38 Japanese Taking Digital Culture,Preparation,Instructors trial connections (PC vs. Mac) Shared digital photos Learned MS Messenger & iVisit v2.6 b7 Watched Learn & Live by George Lucas Educational Foundation Read papers on intercultural learning & teaching Talked about netiquette and applications on WWW board,Teacher-coordinators trial connection,Students practice using NetMeeting Whiteboard,Connection,Web-board connections job & technology),Students connection using iVisit,Data Collection & Analysis,Data Post-connection survey Chat records on DVC Researchers observation notes Participants reflective paper Interview transcripts QSR Nvivo 2.0 (Non-numerical Unstructured Data Indexing Searching and Theorizing),Results (1),Perceptions Enjoyed text chats (M= 3.89, SD= 0.87); DVC (M= 3.29, SD= 0.76) Inspired to use chats (M= 4.14, SD= 0.59) and DVC (M= 3.54; SD= 0.88) on their own Felt chats (M= 3.86, SD= 1.11) and DVC (M= 3.54; SD= 1.07) are positive in EFL Did not plan to incorporate their own CAI project (chats: M= 2.68; SD= 0.98; DVC: M= 2.46; SD= 0.84 ) Need of visual needs? (M= 2.29; SD= 1.08); qualitative data showed counter comments,Results (2),Gains externalizing English language collaborated to solve problems became acquainted with distance technologies exercised self-thinking and self-reflection,Results (3),Ten communication strategies Opening repeated questioning reassuring questioning (e.g., are you alright?) reassuring statement compliments revisions to spelling or grammar errors requests emoticons uses interruptions repair closure,Results (4),Problematic areas turn-taking problems un-notified topic shifts Intercultural communication Japanese were more task-oriented while the Taiwanese were more social-oriented,Discussion (1),Taiwanese felt they were not ready to take full DL or implement DVC into CALL projects It is hard for learners to use this medium since its quite new (Zahner, Fauverge, and Wong, 2000) Taiwanese felt DVC did not represent F2F meetings This is opposite to Kliger (2002) study F2f communicators are more likely to discuss social issues; DVC learners wont (Hearnshaw, 2000),Discussion (2),Participation in multiple-sites DVC showed turn-taking problems Firestones (1999) study showed activity completion were just as effective as F2F More proficient Taiwanese learners assisted Japanese participants language output The instructor should work with participants on their chat logs later on (Toyoda and Harrison, 2002),Discussion (3),Japanese were more task-oriented; Taiwanese were more social-oriented Japanese participants were less proficient in English Future improvement Connection speed and audio problems Instructors should offer topics for discussion only, or Instructors should give out work sheets in advance,Conclusion,Instructors should provide opportunities for DVC connections with native speakers or even non-native speakers Language majors need to experience multiple ways of learni