A Study on the Multiliteracy Experiences of College Students through an Intercultural Exchange Project

Autor/inn/en	Huh, Keun; Tseng, Chingyi
Titel	A Study on the Multiliteracy Experiences of College Students through an Intercultural Exchange Project
Quelle	In: English Teaching, 77 (2022), S.79-102 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1017-7108
Schlagwörter	Multiple Literacies; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Cultural Awareness; Learning Experience; Undergraduate Students; Intercultural Communication; Student Attitudes; Online Courses; Computer Mediated Communication; Teaching Methods; International Educational Exchange; Foreign Countries; Videoconferencing; Situated Learning; United States; South Korea + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Cultural identity; Kulturelle Identität; Lernerfahrung; Interkulturelle Kommunikation; Schülerverhalten; Online course; Online-Kurs; Computerkonferenz; Teaching method; Lehrmethode; Unterrichtsmethode; Internationaler Austausch; Ausland; USA; Korea; Republik
Abstract	The purpose of this study was to explore how college students perceived multiliteracy experiences through the intercultural exchange project in an online EFL class. This study explored students' perceptions of the communication experiences with partners from different cultures and their intercultural understanding. Two types of data were collected from 30 Korean college students: qualitative data including activity reports, reflection notes, and final tasks; quantitative data including the responses to the perception questionnaire and intercultural sensitivity survey. Results of statistical analyses did not reveal significant differences in paired t-tests for cultural sensitivity. However, data showed that students experienced meaningful practice of multiliteracy and intercultural understanding. Students experienced four dimensions of the pedagogy of multiliteracy and improved their cultural sensitivity. Researchers suggest that EFL teachers find ways for learners to become multiliterate communicators with learning experiences of multiliteracy in English classes. (As Provided).
Anmerkungen	Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: http://journal.kate.or.kr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01