Foreign Language Exposure in Knowledge-Building Forums Using English as a Foreign Language

Authors

DOI:

https://doi.org/10.21432/cjlt27887

Keywords:

knowledge building forums, second language acquision, collaborative learning, intercultural competence, culture exposure, knowledge building, online collaborative learning

Abstract

This study examines whether the students with higher levels of language and cultural awareness relating to the L2 share this knowledge with their peers in collaborative writing tasks when participating in the Knowledge Building International Project (KBIP). The study was conducted in two Spanish classrooms, where the participants were bilingual in both Catalan and Spanish.  A pre-questionnaire was used to determine the level of exposure to English language and English culture and the students were scored on their responses and then divided into three groups: low-, medium-, and high-level exposure to English. A one-way ANOVA was used to determine whether exposure to English language and culture outside of the classroom would influence pre-test scores. There is an interaction effect between language and cultural exposure and the pre-test scores (F = 5.17).  Upon the conclusion of the collaborative writing task, a one-way ANOVA was used to determine whether there was an interaction effect between language and cultural exposure and the post-test scores (F = 4.47). The student scores increased at the same rate across the groups.  This indicates that the students did not share their knowledge of the English language and culture with their peers in this online writing task.

Author Biography

Marni Manegre, Universitat Rovira i Virgili

Marni Manegre is an online language educator, instructor, and doctoral candidate in Computer Assisted Language Learning, Education & Technology at the Universitat Rovira I Virgili, Tarragona, Spain.  She completed both her Master of Science and Bachelor of Arts in Linguistics at the University of Alberta, Edmonton, Canada.  She has previous research experience with the Linguistics Department and Psychology Department of the University of Alberta and with the Psychology Department of Athabasca University.  Ms. Manegre has over a decade of digital media experience and has previously held positions as a Senior Sales Manager and Digital Media Consultant with major media brands in Canada, such as eBay Canada and Yellow Pages Group Ltd.

References

Abrams, Z. I. (2014). Using film to provide a context for teaching L2 pragmatics. System, 46, 55-64. https://doi.org/10.1016/j.system.2014.06.005

Alvarez Valencia, J. A. & Fernandez Benevides, A. (2017). Using social networking sites for language learning to develop intercultural competence in language education programs. Journal of International and Intercultural Communication, 12(1), 23-42. https://doi.org/10.1080/17513057.2018.1503318

Arasaratnam, L. A. (2016). Intercultural competence. Oxford research encyclopedia of communication. https://doi.org/10.1093/acrefore/9780190228613.013.68

Ball, N. J., Mercado, E. III, & Orduña, I. (2019). Enriched environments as a potential treatment for developmental disorders: A critical assessment. Frontiers in Psychology, 10, 466-466. https://doi.org/10.3389fpsyg.2019.00466

Banks, J. A., & Banks, C. A. M. (Eds.) (2010). Multicultural education: Issues and perspectives (7th ed.). Wiley.

Bauer, B., de Benedette, L., Furstenberg, G., Levet, S., & Waryn, S. (2006). Internetmediated intercultural foreign language education: The Cultura project. Internet-mediated intercultural foreign language education. Heinle & Heinle.

Benediktsson, A. I. & Ragnarsdottir, H. (2019). Communication and group work in the multicultural classroom: Immigrant students’ experiences. European Journal of Educational Research, 8(2). 453-465. https://doi.org/10.12973/eu-jer.8.2.453

Bereiter, C. & Scardamalia, M. (2010). Can children really create knowledge? Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 36(1). https://doi.org/10.21432/T2ZP43

Brown, K. L. (2003). From teacher-centered to learner-centered curriculum: Improving learning in diverse classrooms. Education, 124(1), 49-54.

Chen-Chung, L., Pin-Ching, W. & Shu-Ju, T., (2016). An analysis of student engagement patterns in language learning facilitated by Web 2.0 Technologies. ReCALL, 28(2), 104-122. https//doi.org/10.1017/S095834401600001X

Furstenburg, G. (2010). Making culture the core of the language class: Can it be done? The Modern Language Journal, 94(2), 329-332. https//doi.org/10.1111/j.1540-4781.2010.01027.x

Gladushina, Р. М. (2020). The impact of globalization on foreign language teaching policies and practice. In Інноваційні тенденції підготовки фахівців в умовах полікультурного та мультилінгвального глобалізованого світу. Київський національний університет технологій та дизайну. Retrieved from: https://er.knutd.edu.ua/bitstream/123456789/15193/1/ITPF2020_P032-035.pdf

Godwin-Jones, R. (2019). Telecollaboration as an approach to developing intercultural communication competence. Language Learning & Technology, 23(3), 8-28. https//doi.org/10125/44691

Hong, L., Sandaran, S. C., & Fang, W. (2020). Intercultural communication competence with critical thinking on foreign language teaching in universities under globalization. Journal of Critical Reviews, 7(11), 627-630.

Kanselaar, G. (2002). Constructivism and socio-constructivism. Constructivism and Socio-constructivism, 1-7.

Kimmel, K. & Volet, S. (2010). Significance of content in university students’ (meta) cognitions related to group work. A multi-layered, multi-dimensional and cultural approach. Learning and Instruction, 20(6), 449-464. https//doi.org/10.1016/j.learninstruc.2009.05.004

Kramer Moeller, A. & Nugent, K. (2014). Building intercultural competence in the language classroom. Faculty Publications: Department of Teaching, Learning and Education, 161. http://digital commons.unl.edu/teachlearnfacpub/161

Lanteigne, B. (2007). A different culture or just plain rude? English Teaching: Practice and Critique. 6(2), 89-98.

McConachy, T. (2019). L2 pragmatics as ‘intercultural pragmatics’: Probing sociopragmatic aspects of pragmatic awareness. Journal of Pragmatics, 151, 167-176. https//doi.org/10.1016/j.pragma.2019.02.014

Millman, J., Bishop, C. H., & Ebel, R. (1965). An analysis of test wiseness. Educational and Psychological Measurement, 25(3), 707-726. https//doi.org/10.1177/001316446502500304

Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal Education in a Knowledge Society (pp.67-98). Open Court.

Sinicrope, C., Norris, J. & Watanabe, Y. (2007). Understanding and assessing intercultural competence: A summary of theory, research, and practice. (Technical report for the Foreign Language Program Evaluation Project). Retrieved from http://hdl.handle.net/10125/40689

Downloads

Published

2020-12-21