Facilitating Pre-Service Language Teachers' Intercultural Learning via Voice-Based Telecollaboration: The Role of Discussion Questions

Autor/inn/en	Sardegna, Veronica G.; Dugartsyrenova, Vera A.
Titel	Facilitating Pre-Service Language Teachers' Intercultural Learning via Voice-Based Telecollaboration: The Role of Discussion Questions
Quelle	In: Computer Assisted Language Learning, 34 (2021) 3, S.379-407 (29 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sardegna, Veronica G.) ORCID (Dugartsyrenova, Vera A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2020.1871028
Schlagwörter	Preservice Teachers; Intercultural Communication; English (Second Language); Second Language Learning; Study Abroad; Computer Mediated Communication; Cultural Awareness; Oral Language; Student Attitudes; Discourse Analysis; Brainstorming; Reflection; Guidelines; International Educational Exchange; Foreign Countries; Group Discussion; Audio Equipment; Teacher Education Programs; Questioning Techniques; Language Teachers; Second Language Instruction; Russia; United States + Suchen Sie Ihr Suchwort? Interkulturelle Kommunikation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Studies abroad; Auslandsstudium; Computerkonferenz; Cultural identity; Kulturelle Identität; Oral interpretation; Mündlicher Sprachgebrauch; Schülerverhalten; Diskursanalyse; Richtlinien; Internationaler Austausch; Ausland; Gruppendiskussion; Audio-CD; Befragungstechnik; Fragetechnik; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Russland; USA
Abstract	This study examined the online exchanges of 28 pre-service foreign language teachers (14 in Russia, 14 in the US) as they discussed in English their opinions about cultural products, practices, and perspectives, and their study abroad experiences via voice-based telecollaboration. Informed by intercultural competence frameworks, a qualitative analysis of participants' oral exchanges revealed six intercultural learning moves performed by participants in order to develop their own and/or others' intercultural competence during interaction. A follow-up analysis of the intercultural learning moves that emerged in response to five purposefully selected discussion question prompts suggested that one prompt type--i.e. a combined Brainstorm + Reflection Question on Cultural Experiences--encouraged participants to make a higher number and a wider range of high-level intercultural learning moves. The study concluded with guidelines for developing discussion question prompts that are likely to promote the emergence of advanced intercultural learning moves via telecollaboration with global partners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01