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Intercultural Learning via Instant Messenger Interaction
ARTICLE

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CALICO Journal Volume 24, Number 2, ISSN 0742-7778

Abstract

This paper reports on a qualitative study investigating the viability of instant messenger (IM) interaction to facilitate intercultural learning in a foreign language class. Eight students in a Chinese as a foreign language (CFL) class participated in the study. Each student was paired with a native speaker (NS) of Chinese, and each pair collaborated on eight intercultural-learning tasks over a 2-month period through IM. Data were collected through an ethnographic survey, intercultural sensitivity scale, follow-up interviews, the researcher's reflective journal, and participants' IM conversation transcripts. The results showed that student participants' intercultural interaction engagement and attentiveness steadily increased, they developed self-reflection capacities, critical thinking skills, and greater sensitivity and respect for intercultural differences during their IM-based intercultural learning. Participants also had predominantly positive attitudes toward IM use in intercultural learning. (Contains 1 figure and 3 tables.)

Citation

Jin, L. & Erben, T. (2007). Intercultural Learning via Instant Messenger Interaction. CALICO Journal, 24(2), 291-311. Retrieved September 21, 2019 from .

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