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Using Telecollaboration 2.0 to Build Intercultural Communicative Competence: A Spanish-American Exchange

Using Telecollaboration 2.0 to Build Intercultural Communicative Competence: A Spanish-American Exchange

Lina Lee
Copyright: © 2020 |Pages: 19
ISBN13: 9781522592792|ISBN10: 1522592792|EISBN13: 9781522592808
DOI: 10.4018/978-1-5225-9279-2.ch031
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MLA

Lee, Lina. "Using Telecollaboration 2.0 to Build Intercultural Communicative Competence: A Spanish-American Exchange." Multicultural Instructional Design: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2020, pp. 667-685. https://doi.org/10.4018/978-1-5225-9279-2.ch031

APA

Lee, L. (2020). Using Telecollaboration 2.0 to Build Intercultural Communicative Competence: A Spanish-American Exchange. In I. Management Association (Ed.), Multicultural Instructional Design: Concepts, Methodologies, Tools, and Applications (pp. 667-685). IGI Global. https://doi.org/10.4018/978-1-5225-9279-2.ch031

Chicago

Lee, Lina. "Using Telecollaboration 2.0 to Build Intercultural Communicative Competence: A Spanish-American Exchange." In Multicultural Instructional Design: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 667-685. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-5225-9279-2.ch031

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Abstract

This chapter reports a Spanish-American telecollaborative project through which students created blogs, VoiceThread presentations, and video chats for intercultural exchanges over the course of one semester. The chapter outlines the methodology for the project including pedagogical objectives, task design, selection of Web 2.0 tools, and implementation. Using qualitative data collection, the study explored the extent to which Web 2.0-mediated learning could contribute to learners' intercultural communicate competence (ICC) development. The findings revealed that students exhibited the skills outlined in Byram's ICC model. Students showed positive attitudes and curiosity towards the target culture, and gained new cultural knowledge. They also demonstrated skills of discovery and interaction that helped them build critical cultural awareness. The study suggests that learners' ICC can be assessed by the implementation of a well-designed telecollaborative exchange using Web 2.0 technologies.

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