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

2. Outline Background Purposes Methodology Results Discussion Conclusion

3. Background Many projects mainly involved the use of written technologies –Bowman & Plaisir, 1996; Cifuentes & Shih, 2001; Davis & Chang, 1994/94; Kamhi-Stein, 1997; Soh & Soon, 1991 Use DVC to assist practice of not only text-based but also oral communication DVC 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)

4. Purposes of the Study Understand the Taiwanese EFL learners ’ perceptions of practicing English language skills with Non- native speakers through DVC Identify issues evolved in the connections and online intercultural communication

5. Method Participants –32 Taiwanese Taking Computer-Assisted Instruction –38 Japanese Taking Digital Culture

6. Preparation –Instructors ’ trial connections (PC vs. Mac) –Shared digital photos –Learned MS Messenger & iVisit v2.6 b7 –Watched Learn & Live by George Lucas Educational Foundation –Read papers on intercultural learning & teaching –Talked about netiquette and applications on WWW board

7. Teacher-coordinators’ trial connection

8. Students’ practice using NetMeeting Whiteboard

9. Connection –Web-board connections & three DVC connections –Completed worksheets in DVC (included topics of Digital divide; eWorld; job & technology)

10. Students’ connection using iVisit

11. Data Collection & Analysis Data –Post-connection survey –Chat records on DVC –Researcher ’ s observation notes –Participants ’ reflective paper –Interview transcripts QSR Nvivo 2.0 (Non-numerical Unstructured Data Indexing Searching and Theorizing)

12. 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: M= 2.46; SD= 0.84 ) –Need of visual needs? (M= 2.29; SD= 1.08); qualitative data showed counter comments

13. Results (2) Gains –externalizing English language –collaborated to solve problems –became acquainted with distance technologies –exercised self-thinking and self-reflection

14. Results (3) Ten communication strategies –Opening –repeated questioning –reassuring questioning (e.g., are you alright?) –reassuring statement –compliments –revisions to spelling or grammar errors –requests –emoticons uses –interruptions repair –closure

15. Results (4) Problematic areas –turn-taking problems –un-notified topic shifts Intercultural communication –Japanese were more task-oriented while the Taiwanese were more social-oriented

16. 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 it ’ s quite new (Zahner, Fauverge, and Wong, 2000) Taiwanese felt DVC did not represent F2F meetings –This is opposite to Kliger (2002) study –F2f communicators are more likely to discuss social issues; DVC learners won ’ t (Hearnshaw, 2000)

17. Discussion (2) Participation in multiple-sites DVC showed turn-taking problems –Firestone ’ s (1999) study showed activity completion were just as effective as 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)

18. Discussion (3) Japanese were more task-oriented; Taiwanese were more social-oriented –Japanese participants were less 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

19. 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 & number of web-cams Other software: Macromedia Breeze; JoinNetMacromedia BreezeJoinNet

20. Thank you! Suggestions please email: dshih@mails.fju.edu.tw dshih@mails.fju.edu.tw