국제교류수업을 통한 초등학생들의 문화 간 의사소통능력과 의사소통에 참여하려는 태도 탐구

학위논문(석사) -- 서울대학교대학원 : 사범대학 외국어교육과(영어전공), 2021.8. 최서용.The present study explores how online intercultural exchanges (OIEs) impact Korean elementary school students intercultural communicative competence (ICC) and willingness to communicate (WTC) and seeks to reveal students perception of ICC and WTC during OIEs. As no previous studies of OIEs in the Korean context have focused on interactions with non-native partners, the current study examines OIEs with Japanese and Indian peers. In addition, while many researchers have quantitatively analyzed the effects of OIEs on language learners, there remains a relative lack of qualitative analysis. Therefore, this study aims to enable a deeper understanding by mixing quantitative and qualitative analyses of the impact of OIEs on students' ICC and WTC. For the purpose of the study, 61 Korean EFL elementary school students in Seongnam, Korea completed an Intercultural Communicative Scale (ICS) survey and WTC questionnaire before OIEs. Subsequently, the OIEs instruction was implemented for ten sessions using the regular English curriculum. After completing all of the intercultural telecollaboration, surveys and interviews related to participants ICC and WTC were conducted. This study has identified that OIEs have a significant impact on Korean elementary school students ICC. Regarding students ICC before and after OIEs, the result of the paired samples t-test revealed statistically significant differences. In addition, a qualitative analysis of participants' interviews showed a variety of pedagogical implications throughout the four related topics (Interaction Engagement and Enjoyment, Respect of Cultural Differences, Interaction Confidence and Interaction Attentiveness). Similarly, OIEs turned out to have positive effects with Korean elementary school students WTC. The paired samples t-test also revealed that there were statistically significant differences in students WTC before and after intercultural telecollaboration. Furthermore, the post-test interviews for participants WTC discovered that they showed active willingness to communicate, voluntary efforts for communication, and willingness to communicate with non-native partners. Hence, it could conceivably be hypothesized that when Korean EFL elementary school students participate in OIEs, their ICC and WTC can be improved. To develop a full picture of OIEs, however, additional studies that focus more attention on a variety of telecollaborative activities and student-centered OIEs lesson plans will be needed.본 연구는 한국 초등학생 영어 학습자들이 온라인을 활용한 문화간 국제교류수업을 받았을 때, 그들의 문화 간 의사소통능력과 의사소통에 참여하려는 태도에 어떠한 영향이 있는지 알아보기 위해 수행되었다. 영어를 모국어로 사용하지 않는 비원어민 파트너와의 국제교류수업에 대한 기존의 연구가 드물었다는 점과 이전 연구들이 대부분 양적 연구에 치우쳐 있었다는 점을 발견하고, 비원어민 파트너와의 국제교류수업 환경을 조성하고 질적 연구와 결합한 연구방법을 사용하였다. 대한민국 성남시 소재의 초등학교에 재학중인 6학년 61명의 학생들을 대상으로 실시된 본 연구에서 학생들은 국제교류수업 전에 문화 간 의사소통능력과 의사소통에 참여하려는 태도에 관한 설문을 실시하였다. 그리고 10번(80분 수업)의 국제교류수업을 정규 영어교육과정 수업 시간을 활용하여 진행하였다. 연구 참여자들은 모든 국제교류수업을 마치고 다시 한번 동일한 문화 간 의사소통능력과 의사소통에 참여하려는 태도에 관한 설문을 실시하고 인터뷰에 참여하였다. 분석 결과는 다음과 같다. 첫째, 온라인을 활용한 문화 간 국제교류수업이 한국 초등학생 영어 학습자들의 문화간 의사소통 능력에 유의미한 영향을 미치는 것으로 드러났다. 대응표본 t검정을 통해 국제교류수업 전과 후에 연구 참여자들의 문화간 의사소통 능력에 통계적으로 유의미한 차이가 있음이 밝혀졌다. 더불어 학생들의 인터뷰를 질적으로 분석한 결과, 4가지 관련 주제 (상호작용 참여와 즐거움, 문화적 차이의 존중, 상호작용 자신감, 상호작용 주의력)를 통해 다양한 교육적 함의가 도출되었다. 둘째, 온라인을 활용한 문화 간 국제교류수업이 한국 초등학생 영어 학습자들의 의사소통에 참여하려는 의지에 유의미한 영향을 미친다는 결과를 얻었다. 대응표본 t검정을 통해 국제교류수업 전과 후에 연구 참여자들의 의사소통에 참여하려는 의지 역시 통계적으로 유의미한 차이가 있음이 드러났다. 더불어 학생들의 인터뷰를 질적으로 분석한 결과, 3가지 관련 주제 (적극적인 의사소통의지, 의사소통의지를 위한 자발적인 노력, 비원어민 파트너와의 의사소통 의지)를 통하여 학생들의 의사소통에 참여하려는 의지를 깊이 있게 이해할 수 있었다. 본 연구는 한국의 초등학생 영어 학습자가 온라인을 활용한 문화 간 국제교류수업에 참여했을 때, 그들의 문화 간 의사소통능력과 의사소통에 참여하려는 의지가 향상될 수 있음을 밝혀냈다. 이는 비원어민 파트너와의 국제교류수업이 가치 있는 영어교수방법 중 하나의 대안이 될 수 있으며, 학생 개개인의 특성을 고려한 국제교류수업 계획이 중요함을 시사한다. 이에 따라 온라인을 활용한 문화 간 국제교류수업에 대한 추가적인 연구와 교육 현장에서의 다양한 국제교류활동의 개발을 통해 한국 초등학생 영어 학습자들의 문화 간 의사소통 능력과 의사소통에 참여하려는 의지가 더욱 발전될 수 있을 것이다.Chapter 1. Introduction 1 1.1. Background of the Study 1 1.2. Purpose of the Study 4 1.3. Research Questions 7 1.4. Organization of the Thesis 7 Chapter 2. Literature Review 9 2.1. Online Intercultural Exchanges (OIEs) 9 2.2. Intercultural Communicative Competence (ICC) 14 2.3. Willingness to Communicate (WTC) 19 2.4. Previous Studies on Online Intercultural Exchanges 25 2.4.1. Intercultural Communicative Competence in OIEs 26 2.4.2. Willingness to Communicate in OIEs 28 2.4.3. OIEs in Korean EFL Context 30 Chapter 3. Methodology 33 3.1. Participants 33 3.2. Instruments 36 3.3. Procedures 40 3.4. OIEs Instruction 42 3.5. Data Analysis 45 Chapter 4. Results and Discussion 47 4.1. The Effects of OIEs on Students ICC 47 4.2. The Effects of OIEs on Students WTC 52 4.3. Students Perception of ICC during OIEs 56 4.3.1. Interaction Engagement and Enjoyment 57 4.3.2. Respect of Cultural Differences 60 4.3.3. Interaction Confidence 64 4.3.4. Interaction Attentiveness 67 4.4. Students Perception of WTC during OIEs 69 4.4.1. Active Willingness to Communicate 69 4.4.2. Voluntary Efforts for Willingness to Communicate 71 4.4.3. Willingness to Communicate with Non-native Peers 72 Chapter 5. Conclusion 77 5.1. Summary of the Major Findings 77 5.2. Pedagogical Implications 80 5.3. Limitations and Suggestions for Future Research 82 References 84 Appendices 96 국 문 초 록 103석

Social Networks as Technology-Enhanced Learning Environments for Second Language Teaching in Higher Education

In the post-pandemic era, the Digital 2023 Report highlights a rapid expansion in the global user base of social networking sites (SNSs). Despite the lack of formal integration of SNSs in second language (L2) education, which could enhance real-time creation, collaboration, and communication in the target language and culture, L2 learners still actively use these technologies outside of educational settings. This exploratory study utilizes a descriptive survey research design with a purposefully selected sample of 239 undergraduate and graduate students in their first and second years of language studies. These students pursue commonly taught languages, such as Spanish, as well as less commonly taught ones, such as Arabic, Persian, Slavic (Bosnian-Croatian-Serbian, Russian, and Polish), Turkic (Turkish and Uyghur), and Uralic (Estonian, Finnish, and Hungarian), in addition to others, such as Mongolian. The diverse range of languages enables a thorough investigation of the use of SNSs among college-level L2 learners in the United States, including both widely taught and less commonly taught languages. The findings of this study show that the target age group exhibits distinct preferences in their choice of social platforms for personal use compared to those used in L2 classrooms. Furthermore, the outcomes underscore the significant impact of age, gender, and the method of course delivery on the usage patterns of social networking sites

Learning of L2 Japanese through video games

In Japanese-as-a-foreign language (JFL) education, the impacts of Japanese entertainment media such as digital games have been noted as a motivator for JFL learners. Although outside-of-class literacy exposure from these digital games has been recognized due to their popularity, the specifics of how digital games affect JFL digital literacies and how they interplay with JFL learners’ motivations have not yet been fully explored. Thus, this study investigated the literacies around game fandoms for JFL learners in a Japanese language program (n = 191) and the self-directed and group-based learning activities of a game focus group (n = 6) with two commercial games. The findings demonstrated JFL learners’ literacy exposure through Japanese games and revealed JFL learners’ unique issues with kanji, furigana, and honorifics. Additionally, digital games in Japanese have roles in supporting JFL learners’ motivations (a) visually as achievement milestones (i.e., progress markers) within game content and (b) as goals that JFL learners set for accessing and playing target game titles both as gamers and as JFL learners. Moreover, the study highlights the importance for higher education to connect in-class and non-formal learning and to support L2 learners with 21st century skills

Designing talk in social networks: What Facebook teaches about conversation

The easy accessibility, ubiquity, and plurilingualism of popular SNSs such as Facebook have inspired many scholars and practitioners of second language teaching and learning to integrate networked forms of communication into educational contexts such as language classrooms and study abroad programs (e.g., Blattner & Fiori, 2011; Lamy & Zourou, 2013; Mills, 2011; Reinhardt & Ryu, 2013; Reinhardt & Zander, 2011). At the same time, the complex and dynamic patterns of interaction that emerge in these spaces quickly push back upon standard ways of describing conversational genres and communicative competence (Kern, 2014; Lotherington & Ronda, 2014). Drawing from an ecological interactional analysis (Goffman, 1964, 1981a, 1981b, 1986; Kramsch & Whiteside, 2008) of the Facebook communications of three German-speaking academics whose social and professional lives are largely led in English, the authors consider the kinds of symbolic maneuvers required to participate in the translingual conversational flows of SNS-mediated communication. Based on this analysis, this article argues that texts generated through SNS-mediated communication can provide classroom opportunities for critical, stylistically sensitive reflection on the nature of talk in line with multiliteracies approaches

The impact of playing a transnational on-line game on Korean EFL learners’ L2 identity and their offline learning dispositions

The rapid growth of computer-mediated communication (CMC) which has become available through the development of new communication technologies provides many English learners with relatively more opportunities for exposure to international communicative activities in English than they had in the pre-digital era. This phenomenon has attracted research attention to the question of the use of digital literacy practices as a means of second language education. There have been many studies on CMC and second language education, however, little is known about EFL learners’ L2 identity (second language identity) development in online gaming communities and its possible significant effects on L2 learners’ motivation and learning success. Through narrative interviews with 10 Korean EFL learners in their twenties, this research explores how young adult Korean EFL learners’ online communication experiences in English while playing a massively multiplayer online game, League of Legends, influenced their L2 identity evolvement and how their constructed L2 identity impacted their offline learning attitudes. Narrative interviews were conducted and the interview data were processed with a thematic analysis in order to identify thematic patterns while trying to allow categories which could be identified from the data as well. The findings indicated that the participants had realized important factors of English as a Lingua Franca (ELF) paradigm through text-based interactions in online gaming contexts. They realized that English is used as a contact language in a global community, that there are varieties of English as well as so-called native English speakers’ in the community, and that pragmatic use of English focusing on intelligibility rather than on accuracy is important for efficient communication. Their realization of some concepts of ELF paradigm was helpful for them to be confident and motivated in using and learning their target language not only in online communities but also in offline situations. Although it is a small-scale study, it has been able to fill some gaps in knowledge into what sort of factors can positively influence EFL learners’ L2 identity construction and how out-of-class virtual activities can affect EFL learners’ overall learning dispositions such as their confidence and motivation in using and learning the language. Even though adverse effects stemming from the addiction to video games have caused social problems around the world, the insights gained from this study could demonstrate that there are a number of potential qualities of online gaming communities. The characteristics of the online gaming community that were found to positively influence EFL learners’ learning attitudes might be conducive to the classroom practice or utilized as out-of-class learning activities, especially for young adult learners. For example, the egalitarian relationship among the gaming community members might be an important factor that English teachers could reflect on in terms of creating a constructive learning environment in their classes. Also, EFL learners might utilize the opportunities of using English in various online communities according to their interests to enhance the overall construction of their positive L2 identity and ultimate learning success

A structural relationship model for L2 oral proficiency, L2 interest, perceived importance of speaking, and out-of-class L2 contact

Using a structural equation modeling approach, this study investigates the structural relationships between second language (L2) oral proficiency and interest in learning the target language (L2 interest), in the presence of potential mediating variables (i.e. perceived importance of speaking, out-of-class contact with L2 resources). It also examines if interactive and noninteractive out-of-class L2 contact function differently in the structural model. Data were collected from 1,922 college students taking Chinese, French, Russian, and Spanish language classes in the United States. Key findings suggest that (1) L2 interest, as one measure of integrativeness and intrinsic motivation, strongly drives L2 oral development. However, its effect is completely mediated by the perceived importance of speaking; (2) Out-of-class L2 contact, either interactive or noninteractive, significantly correlates with L2 interest but has no significant effect on L2 oral proficiency; (3) however, interactive and noninteractive out-of-class L2 contact still function differently in the structural relationship. Interactive language practice based on digital tools could play a promising role in future L2 learning. Pedagogical implications are presented in the discussion section

Building Bridges, Blurring Boundaries: The Milwaukee School in Environment-Behavior Studies

Along with the 40th anniversary of the School of Architecture and Urban Planning at the University of Wisconsin-Milwaukee, the 30th anniversary of our Ph.D. Program in Architecture represents another important benchmark in educational excellence. As one of the pioneering PhD programs in architecture dedicated to understanding the relationship between people and place, its influence has been considerable. Its 51 (and counting) graduates teach in architectural design and allied fields at major institutes and practice throughout the world. Their intellectual contributions, and those of the faculty, continue to shape Environment-Behavior Studies and the discipline of architecture as a whole. This book, a tribute to the many excellent students who have shared the Milwaukee experience, is a testament to their collective input for the design of settings for health care, education, the workplace, older people, and communities, and their insights about the role well-designed environments contribute to the quality of people’s lives.https://dc.uwm.edu/sarup_facbooks/1000/thumbnail.jp

Exploring the Students’ Response of Flipped Learning through Social Networking Sites (SNSs)

Flipped learning has developed a particular approach that facilitates the students to acquire new knowledge outside the classroom. In this digital era, it grows as technology does. MALL (Mobile Assisted Language Learning) has a vital role in supporting English language teaching implementation. It has several applications, which can be a tool to teach English. One of the applications is using Social Networking Sites (SNSs), which the students have a high interest in using it in daily life. The research is a case study that aims to investigate the students' perception of flipped learning through Social Networking Sites (SNSs) to develop their writing ability. The participants of the research are 30 English department students in the second semester. There are ten men and 20 women in the class. The data collection was from an interview and a Technology Acceptance Model (TAM) questionnaire. This research indicates that the students have more ideas to write, and they can collaborate with their friends in writing through Social Networking Sites (SNSs). The result shows that the flipped classroom's implementation through SNSs is an alternative way for teachers to facilitate the learning of EFL writing in this digital era

To FRA or not to FRA: what is the question for science education?

Nine years after reconceptualizing the nature of science for science education using the family resemblance approach (FRA) (Erduran & Dagher, 2014a), the time is ripe for taking stock of what this approach has accomplished, and what future research it can facilitate. This reflective paper aims to accomplish three goals. The first addresses several questions related to the FRA for the purpose of ensuring that the applications of FRA in science education are based on robust understanding of the framework. The second discusses the significance of the FRA by highlighting its capacity to support science educators with the exploration of a wide range of contemporary issues that are relevant to how teachers and learners perceive and experience science. The third goal of the paper offers recommendations for future directions in FRA research in the areas of science identity development and multicultural education as well as curriculum, instruction, and assessment in science education

Learner autonomy: The complexity of control‐shift

It is generally held that constructing learner autonomy (LA) requires a pedagogical shift of control from teachers to students. It is also understood that the development of learner autonomy relates largely to teacher autonomy (TA), which requires school managers to relinquish some degree of control to teachers. However, from a socio‐political perspective, the construct of autonomy is a right also extended to educational managers (MA). Thus, a problem arises: how can the three levels of controlshifts co‐exist and survive in harmony, and ideally, thrive each in its own way? Based on a recent case study, this paper aims to explore the complexity of the dynamic interaction between these three types of autonomy within an educational hierarchy. The study was conducted in a private Chinese secondary school which was promoting whole‐person development through a comprehensive innovation project involving all its academic staff members. The participants comprised nine English teachers, the principal, and the school’s executive director. Data collection was conducted through interviews, classroom observations followed by post‐lesson discussions, and the researcher’s field notes. Specifically, three questions were addressed in this paper focusing on managers’ perceptions of LA, a classroom instruction model intended to cultivate LA, and an in‐house professional development scheme to facilitate TA, all of which impacted on teachers’ professional decision‐making. The findings display a complex picture of these issues, and imply the importance of a genuine shared understanding of the nature of autonomy and the need to carefully ensure the optimal balance among the three types of autonomy in the design and implementation of curriculum innovations