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1、電腦視訊於跨文化交流之應用Desktop Videoconference for Intercultural Exchanges,輔大英文 施佑芝,Outline,BackgroundPurposesMethodologyResultsDiscussionConclusion,Background,Many projects mainly involved the use of written technologiesBowman Soh&Soon,1991Use DVC to assist practice of not only text-based but also oral commu
2、nicationDVC helps to generate higher student involvement in learning and interaction with others(Kliger,2002)Similar projects in Taiwan:CFL via DVC(Hsin,1997)CFL via IVC(Hsin,1999)Medical education(Chen et al.,1998),Purposes of the Study,Understand the Taiwanese EFL learners perceptions of practicin
3、g English language skills with Non-native speakers through DVCIdentify issues evolved in the connections and online intercultural communication,Method,Participants32 TaiwaneseTaking Computer-Assisted Instruction38 JapaneseTaking Digital Culture,Preparation,Instructors trial connections(PC vs.Mac)Sha
4、red digital photosLearned MS Messenger&iVisit v2.6 b7Watched Learn&Live by George Lucas Educational FoundationRead papers on intercultural learning&teachingTalked about netiquette and applications on WWW board,Teacher-coordinators trial connection,Students practice using NetMeeting Whiteboard,Connec
5、tion,Web-board connections job&technology),Students connection using iVisit,Data Collection&Analysis,DataPost-connection surveyChat records on DVCResearchers observation notesParticipants reflective paperInterview transcriptsQSR Nvivo 2.0(Non-numerical Unstructured Data Indexing Searching and Theori
6、zing),Results(1),Perceptions Enjoyed text chats(M=3.89,SD=0.87);DVC(M=3.29,SD=0.76)Inspired to use chats(M=4.14,SD=0.59)and DVC(M=3.54;SD=0.88)on their own Felt chats(M=3.86,SD=1.11)and DVC(M=3.54;SD=1.07)are positive in EFL Did not plan to incorporate their own CAI project(chats:M=2.68;SD=0.98;DVC:
7、M=2.46;SD=0.84)Need of visual needs?(M=2.29;SD=1.08);qualitative data showed counter comments,Results(2),Gains externalizing English languagecollaborated to solve problemsbecame acquainted with distance technologiesexercised self-thinking and self-reflection,Results(3),Ten communication strategies O
8、pening repeated questioningreassuring questioning(e.g.,are you alright?)reassuring statementcomplimentsrevisions to spelling or grammar errorsrequestsemoticons usesinterruptions repairclosure,Results(4),Problematic areas turn-taking problems un-notified topic shifts Intercultural communication Japan
9、ese were more task-oriented while the Taiwanese were more social-oriented,Discussion(1),Taiwanese felt they were not ready to take full DL or implement DVC into CALL projects It is hard for learners to use this medium since its quite new(Zahner,Fauverge,and Wong,2000)Taiwanese felt DVC did not repre
10、sent F2F meetings This is opposite to Kliger(2002)studyF2f communicators are more likely to discuss social issues;DVC learners wont(Hearnshaw,2000),Discussion(2),Participation in multiple-sites DVC showed turn-taking problemsFirestones(1999)study showed activity completion were just as effective as
11、F2F More proficient Taiwanese learners assisted Japanese participants language output The instructor should work with participants on their chat logs later on(Toyoda and Harrison,2002),Discussion(3),Japanese were more task-oriented;Taiwanese were more social-oriented Japanese participants were less
12、proficient in English Future improvement Connection speed and audio problems Instructors should offer topics for discussion only,or Instructors should give out work sheets in advance,Conclusion,Instructors should provide opportunities for DVC connections with native speakers or even non-native speakers Language majors need to experience multiple ways of learning Network-based exchange goes beyond teacher-learner contacts Limitations that participants encountered in this project:bandwidth JoinNet,Thank you!Suggestions please email:,
