Hostname: page-component-76fb5796d-qxdb6 Total loading time: 0 Render date: 2024-04-27T09:49:15.458Z Has data issue: false hasContentIssue false
  • English
  • Français

Pedagogical benefits of Chinese-American virtual exchange: A study of student perceptions

Published online by Cambridge University Press:  08 July 2021

Han Luo Open the ORCID record for Han Luo [Opens in a new window]  and
Chunsheng Yang Open the ORCID record for Chunsheng Yang [Opens in a new window]
Han Luo
Affiliation:
Lafayette College, USA (luoh@lafayette.edu)
Chunsheng Yang
Affiliation:
University of Connecticut, USA (chunsheng.yang@uconn.edu)
Get access Rights & Permissions [Opens in a new window]

Abstract

Despite the rapid development of virtual exchange in foreign language education, its use in the field of Chinese language education is still rather nascent. Adopting a mixed-methods research approach, this study focuses on examining the pedagogical benefits of a Chinese-American virtual exchange as mediated by students’ self-reported data. Two Chinese language classes (i.e. one at the elementary level and one at the intermediate level) at a small liberal arts college in the United States and a group of Chinese-speaking English majors at a Chinese university in Shanghai participated in the exchange. Analyses of four sources of qualitative data (i.e. WeChat group cultural discussion transcripts, Skype conversations, reflection journals, and end-of-program interviews) gave rise to four benefits of the exchange: promotion of cultural learning, improvement of Chinese language skills, enhancement of learning motivation, and establishment of a language learning community. Quantitative analyses of the end-of-semester questionnaire items show that the benefit regarding cultural learning, on average, received the highest rating, followed by community building and motivation enhancement, with improvement of Chinese skills being rated the lowest. Moreover, intermediate-level students evaluated all four benefits with higher ratings than elementary-level students. In particular, the two groups’ quantitative evaluations in terms of Chinese skills and motivation differed significantly. However, both groups enthusiastically endorsed the benefits of cultural learning and community building. The pedagogical implications of these results are also discussed.

Keywords

virtual exchangetelecollaborationChinesepedagogical benefits
Type
Research Article
Information
ReCALL , Volume 34 , Issue 1 , January 2022 , pp. 37 - 50
Check for updates
Copyright
© The Author(s), 2021. Published by Cambridge University Press on behalf of European Association for Computer Assisted Language Learning

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abrams, Z. I (2003) The effect of synchronous and asynchronous CMC on oral performance in German. The Modern Language Journal, 87(2): 157–167. https://doi.org/10.1111/1540-4781.00184 CrossRefGoogle Scholar
Antoniadou, V. (2011) Using activity theory to understand the contradictions in an online transatlantic collaboration between student-teachers of English as a foreign language. ReCALL, 23(3): 233–251. https://doi.org/10.1017/S0958344011000164 CrossRefGoogle Scholar
Avgousti, M. I. (2018) Intercultural communicative competence and online exchanges: A systematic review. Computer Assisted Language Learning, 31(8): 819–853. https://doi.org/10.1080/09588221.2018.1455713 CrossRefGoogle Scholar
Belz, J. A. (2001) Institutional and individual dimensions of translatlantic group work in network-based language teaching. ReCALL, 13(2): 213–231. https://doi.org/10.1017/S0958344001000726a CrossRefGoogle Scholar
Belz, J. A. (2003a) Linguistic perspectives on the development of intercultural communicative competence in telecollaboration. Language Learning & Technology, 7(2): 68–99.Google Scholar
Belz, J. A. (2003b) From the special issue editor. Language Learning & Technology, 7(2): 2–5.Google Scholar
Belz, J. A. & Thorne, S. L. (eds.) (2006) Internet-mediated intercultural foreign language education. Boston: Thomson, Heinle.Google Scholar
Blake, R. J. & Zyzik, E. C. (2003) Who’s helping whom? Learner/heritage-speakers’ networked discussions in Spanish. Applied Linguistics, 24(4): 519–544. https://doi.org/10.1093/applin/24.4.519 CrossRefGoogle Scholar
Chen, D. (2017) Can language exchange help beginners develop Chinese proficiency? Journal of Chinese Teaching and Research in the U.S., 12: 1–11.Google Scholar
Chun, D. M. (2014) Editor’s introduction. In Chun, D. M. (ed.), Cultura-inspired intercultural exchanges: Focus on Asian and Pacific languages. Honolulu: National Foreign Language Resource Center, University of Hawai‘i at Mānoa, xi–xx.Google Scholar
Çiftçi, E. & Savaş, P. (2018) The role of telecollaboration in language and intercultural learning: A synthesis of studies published between 2010 and 2015. ReCALL, 30(3): 278–298. https://doi.org/10.1017/S0958344017000313 CrossRefGoogle Scholar
Constas, M. A. (1992) Qualitative analysis as a public event: The documentation of category development procedures. American Educational Research Journal, 29(2): 253–266. https://doi.org/10.3102/00028312029002253 CrossRefGoogle Scholar
Cunningham, D. J. (2016) Request modification in synchronous computer-mediated communication: The role of focused instruction. The Modern Language Journal, 100(2): 484–507. https://doi.org/10.1111/modl.12332 CrossRefGoogle Scholar
Darhower, M. (2007) A tale of two communities: Group dynamics and community building in a Spanish-English telecollaboration. CALICO Journal, 24(3): 561–589. https://doi.org/10.1558/cj.v24i3.561-589 CrossRefGoogle Scholar
Dooly, M. (ed.) (2008) Telecollaborative language learning: A guidebook to moderating intercultural collaboration online. Bern: Peter Lang.Google Scholar
Dooly, M. & O’Dowd, R. (eds.) (2012) Researching online foreign language interaction and exchange: Theories, methods and challenges. Bern: Peter Lang. https://doi.org/10.3726/978-3-0351-0414-1 CrossRefGoogle Scholar
Guth, S. & Helm, F. (eds.) (2010) Telecollaboration 2.0: Language, literacies and intercultural learning in the 21st century. Bern: Peter Lang.CrossRefGoogle Scholar
Hagley, E. (2020) Musings on virtual exchange in the Asia-Pacific and beyond. In Hagley, E. & Wang, Y. (eds.), Virtual exchange in the Asia-Pacific: Research and practice. Research-publishing.net, 231–240. https://doi.org/10.14705/rpnet.2020.47.1154 CrossRefGoogle Scholar
Hauck, M. (2007) Critical success factors in a TRIDEM exchange. ReCALL, 19(2): 202–223. https://doi.org/10.1017/S0958344007000729 CrossRefGoogle Scholar
Hauck, M. & Youngs, B. L. (2008) Telecollaboration in multimodal environments: The impact on task design and learner interaction. Computer Assisted Language Learning, 21(2): 87–124. https://doi.org/10.1080/09588220801943510 CrossRefGoogle Scholar
Helm, F. (2009) Language and culture in an online context: What can learner diaries tell us about intercultural competence? Language and Intercultural Communication, 9(2): 91–104. https://doi.org/10.1080/14708470802140260 CrossRefGoogle Scholar
Helm, F. (2014) Developing digital literacies through virtual exchange. eLearning Papers, 38: 43–52.Google Scholar
Jauregi, K., de Graaff, R., van den Bergh, H & Kriz, M. (2012) Native/non-native speaker interactions through video-web communication: A clue for enhancing motivation? Computer Assisted Language Learning, 25(1): 1–19. https://doi.org/10.1080/09588221.2011.582587 CrossRefGoogle Scholar
Jiang, S., Wang, H. & Tschudi, S. (2014) Intercultural learning on the web: Reflections on practice. In Chun, D. M. (ed.), Cultura-inspired intercultural exchanges: Focus on Asian and Pacific languages. Honolulu: National Foreign Language Resource Center, University of Hawai‘i at Mānoa, 121–137.Google Scholar
Jin, L. & Erben, T. (2007) Intercultural learning via instant messenger interaction. CALICO Journal, 24(2): 291–311. https://doi.org/10.1558/cj.v24i2.291-312 CrossRefGoogle Scholar
Krashen, S. D. (1985) The input hypothesis: Issues and implications. London: Longman.Google Scholar
Lee, L. (2002) Enhancing learners’ communication skills through synchronous electronic interaction and task-based instruction. Foreign Language Annals, 35(1): 16–24. https://doi.org/10.1111/j.1944-9720.2002.tb01829.x CrossRefGoogle Scholar
Lewis, T. (2017) Introduction to system special issue on telecollaboration. System, 64: 1–6. https://doi.org/10.1016/j.system.2017.01.007 CrossRefGoogle Scholar
Lewis, T., Chanier, T. & Youngs, B. (2011) Multilateral online exchanges for language and culture learning. Language Learning & Technology, 15(1): 3–9.Google Scholar
Lewis, T. & O’Dowd, R. (2016) Online intercultural exchange and foreign language learning: A systematic review. In O’Dowd, R. & Lewis, T. (eds.), Online intercultural exchange: Policy, pedagogy, practice. New York: Routledge, 21–68.Google Scholar
Lichtenstein, M. (2005) The importance of classroom environments in the assessment of learning community outcomes. Journal of College Student Development, 46(4): 341–356. https://doi.org/10.1353/csd.2005.0038 CrossRefGoogle Scholar
Luo, H. & Gui, M. (2019) Developing an effective Chinese-American telecollaborative Language learning program: An action research study. Computer Assisted Language Learning. Advance online publication. https://doi.org/10.1080/09588221.2019.1633355 CrossRefGoogle Scholar
Luo, H. & Yang, C. (2016) Using WeChat in teaching L2 Chinese: An exploratory study. Journal of Technology and Chinese Language Teaching, 7(2): 82–96.Google Scholar
Luo, H. & Yang, C. (2018) Twenty years of telecollaborative practice: Implications for teaching Chinese as a foreign language. Computer Assisted Language Learning, 31(5–6): 546–571. https://doi.org/10.1080/09588221.2017.1420083 CrossRefGoogle Scholar
Müller-Hartmann, A. (2000) The role of tasks in promoting intercultural learning in electronic learning networks. Language Learning & Technology, 4(2): 117–135.Google Scholar
O’Dowd, R. (ed.) (2007) Online intercultural exchange: An introduction for foreign language teachers. Clevedon: Multilingual Matters. https://doi.org/10.21832/9781847690104 CrossRefGoogle Scholar
O’Dowd, R. & Eberbach, K. (2004) Guides on the side? Tasks and challenges for teachers in telecollaborative projects. ReCALL, 16(1): 5–19. https://doi.org/10.1017/S0958344004000217 CrossRefGoogle Scholar
O’Dowd, R. & Lewis, T. (eds.) (2016) Online intercultural exchange: Policy, pedagogy, practice. New York: Routledge.CrossRefGoogle Scholar
O’Dowd, R. & Ritter, M. (2006) Understanding and working with ‘failed communication’ in telecollaborative exchanges. CALICO Journal, 23(3): 623–642. https://doi.org/10.1558/cj.v23i3.623-642 CrossRefGoogle Scholar
O’Rourke, B. (2007) Models of telecollaboration (1): eTandem. In O’Dowd, R. (ed.), Online intercultural exchange: An introduction for foreign language teachers. Clevedon: Multilingual Matters, 41–61. https://doi.org/10.21832/9781847690104-005 CrossRefGoogle Scholar
Ryder, L. & Yamagata-Lynch, L. (2014) Understanding tensions: Activity systems analysis of transpacific collaboration. CALICO Journal, 31(2): 201–220. https://doi.org/10.11139/cj.31.2.201-220 CrossRefGoogle Scholar
Schwienhorst, K. (2000) Virtual reality and learner autonomy in second language acquisition. Trinity College Dublin, unpublished PhD.Google Scholar
Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage Publications.Google Scholar
Thorne, S. L. (2010) The ‘intercultural turn’ and language learning in the crucible of new media. In Guth, S. & Helm, F. (eds.), Telecollaboration 2.0: Language, literacies and intercultural learning in the 21st century. Bern: Peter Lang, 139–164.Google Scholar
Tian, J. & Wang, Y. (2010) Taking language learning outside the classroom: Learners’ perspectives of eTandem learning via Skype . Innovation in Language Learning and Teaching, 4(3): 181–197. https://doi.org/10.1080/17501229.2010.513443 CrossRefGoogle Scholar
Von der Emde, S., Schneider, J. & Kötter, M. (2001) Technically speaking: Transforming language learning through virtual learning environments (MOOs). The Modern Language Journal, 85(2): 210–225. https://doi.org/10.1111/0026-7902.00105 CrossRefGoogle Scholar
Wang, D., Zou, B. & Xing, M. (2011) Interactive learning between Chinese students learning English and English students learning Chinese on the platform of wiki. International Journal of Computer-Assisted Language Learning and Teaching, 1(3): 70–85. https://doi.org/10.4018/ijcallt.2011070105 CrossRefGoogle Scholar
Wang, J., Zou, B., Wang, D. & Xing, M. (2013) Students’ perception of a wiki platform and the impact of wiki engagement on intercultural communication. System, 41(2): 245–256. https://doi.org/10.1016/j.system.2013.04.004 CrossRefGoogle Scholar
Wang, L. & Coleman, J. A. (2009) A survey of Internet-mediated intercultural foreign language education in China. ReCALL, 21(1): 113–129. https://doi.org/10.1017/S0958344009000056 CrossRefGoogle Scholar
Wang, Y., Fang, W.-C., Han, J. & Chen, N.-S. (2016) Exploring the affordances of WeChat for facilitating teaching, social and cognitive presence in semi-synchronous language exchange. Australian Journal of Educational Technology, 32(4): 18–37. https://doi.org/10.14742/ajet.2640 Google Scholar
Wang, Y. & Tian, J. (2013) Negotiation of meaning in multimodal tandem learning via desktop videoconferencing. International Journal of Computer-Assisted Language Learning and Teaching, 3(2): 41–55. https://doi.org/10.4018/ijcallt.2013040103 CrossRefGoogle Scholar
Ware, P. (2005) “Missed” communication in online communication: Tensions in a German-American telecollaboration. Language Learning & Technology, 9(2): 64–89.Google Scholar
West, R. E. & Williams, G. S. (2017) “I don’t think that word means what you think it means”: A proposed framework for defining learning communities. Educational Technology Research and Development, 65(6): 1569–1582. https://doi.org/10.1007/s11423-017-9535-0 CrossRefGoogle Scholar
Zhao, C.-M. & Kuh, G. D. (2004) Adding value: Learning communities and student engagement. Research in Higher Education, 45(2): 115–138. https://doi.org/10.1023/B:RIHE.0000015692.88534.de CrossRefGoogle Scholar
Supplementary material: PDF

Luo and Yang supplementary material

Luo and Yang supplementary material 1

Download Luo and Yang supplementary material(PDF)
PDF 210 Bytes
Supplementary material: PDF

Luo and Yang supplementary material

Luo and Yang supplementary material 2

Download Luo and Yang supplementary material(PDF)
PDF 1.1 MB