電腦視訊於跨文化交流之應(yīng)用DesktopVideoconferencefor

電腦視訊於跨文化交流之應(yīng)用

DesktopVideoconferenceforInterculturalExchanges

輔大英文施佑芝1OutlineBackgroundPurposesMethodologyResultsDiscussionConclusion2BackgroundManyprojectsmainlyinvolvedtheuseofwrittentechnologiesBowman&Plaisir,1996;Cifuentes&Shih,2001;Davis&Chang,1994/94;Kamhi-Stein,1997;Soh&Soon,1991UseDVCtoassistpracticeofnotonlytext-basedbutalsooralcommunicationDVChelpstogeneratehigherstudentinvolvementinlearningandinteractionwithothers(Kliger,2002)SimilarprojectsinTaiwan:CFLviaDVC(Hsin,1997)CFLviaIVC(Hsin,1999)Medicaleducation(Chenetal.,1998)3PurposesoftheStudyUnderstandtheTaiwaneseEFLlearners’perceptionsofpracticingEnglishlanguageskillswithNon-nativespeakersthroughDVCIdentifyissuesevolvedintheconnectionsandonlineinterculturalcommunication4MethodParticipants32TaiwaneseTakingComputer-AssistedInstruction38JapaneseTakingDigitalCulture5PreparationInstructors’trialconnections(PCvs.Mac)ShareddigitalphotosLearnedMSMessenger&iVisitv2.6b7WatchedLearn&LivebyGeorgeLucasEducationalFoundationReadpapersoninterculturallearning&teachingTalkedaboutnetiquetteandapplicationson6Teacher-coordinators’trialconnection7Students’practiceusingNetMeetingWhiteboard8ConnectionWeb-boardconnections&threeDVCconnectionsCompletedworksheetsinDVC(includedtopicsofDigitaldivide;eWorld;job&technology)9Students’connectionusingiVisit10DataCollection&AnalysisDataPost-connectionsurveyChatrecordsonDVCResearcher’sobservationnotesParticipants’reflectivepaperInterviewtranscriptsQSRNvivo2.0(Non-numericalUnstructuredDataIndexingSearchingandTheorizing)11Results(1)Perceptions

Enjoyedtextchats(M=3.89,SD=0.87);DVC(M=3.29,SD=0.76)Inspiredtousechats(M=4.14,SD=0.59)andDVC(M=3.54;SD=0.88)ontheirownFeltchats(M=3.86,SD=1.11)andDVC(M=3.54;SD=1.07)arepositiveinEFLDidnotplantoincorporatetheirownCAIproject(chats:M=2.68;SD=0.98;

DVC:M=2.46;SD=0.84)Needofvisualneeds?(M=2.29;SD=1.08);qualitativedatashowedcountercomments12Results(2)Gains

externalizingEnglishlanguagecollaboratedtosolveproblemsbecameacquaintedwithdistancetechnologiesexercisedself-thinkingandself-reflection

13Results(3)Tencommunicationstrategies

Openingrepeatedquestioningreassuringquestioning(e.g.,areyoualright?)reassuringstatementcomplimentsrevisionstospellingorgrammarerrorsrequestsemoticonsusesinterruptionsrepairclosure14Results(4)Problematicareas

turn-takingproblemsun-notifiedtopicshifts

Interculturalcommunication

Japaneseweremoretask-orientedwhiletheTaiwaneseweremoresocial-oriented

15Discussion(1)TaiwanesefelttheywerenotreadytotakefullDLorimplementDVCintoCALLprojectsItishardforlearnerstousethismediumsinceit’squitenew(Zahner,Fauverge,andWong,2000)TaiwanesefeltDVCdidnotrepresentF2FmeetingsThisisoppositetoKliger(2002)studyF2fcommunicatorsaremorelikelytodiscusssocialissues;DVClearnerswon’t(Hearnshaw,2000)16Discussion(2)Participationinmultiple-sitesDVCshowedturn-takingproblemsFirestone’s(1999)studyshowedactivitycompletionwerejustaseffectiveasF2F

MoreproficientTaiwaneselearnersassistedJapaneseparticipants’languageoutputTheinstructorshouldworkwithparticipantsontheirchatlogslateron(ToyodaandHarrison,2002)17Discussion(3)Japaneseweremoretask-oriented;Taiwaneseweremoresocial-orientedJapaneseparticipantswerelessproficientinEnglishFutureimprovementConnectionspeedandaudioproblemsInstructorsshouldoffertopicsfordiscussiononly,orInstructorsshouldgiveoutworksheetsinadvance18Conclusion

InstructorsshouldprovideopportunitiesforDVCconnectionswithnativespeakersorevennon-nativespeakersLanguagemajorsneedtoexperiencemultiplewaysoflearningNetwork-basedexchangegoes