Learner autonomy versus guided reflection: How different methodologies affect intercultural development in online intercultural exchange
Learner autonomy versus guided reflection: How different methodologies affect intercultural development in online intercultural exchange
复制标题
学习者自主与引导反思：不同方法如何影响在线跨文化交流中的跨文化发展
DOI：
10.1017/s0958344019000016
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发表时间：
2019
期刊：
影响因子：
4.5
通讯作者：
Cvitkovic Bob
中科院分区：
文献类型：
--
作者：
Flowers Simeon;Kelsen Brent;Cvitkovic Bob
本文介绍了一项研究的结果，探讨跨文化发展的一年级日本大学生从事在线跨文化交流（OIE）使用两种变化：一个实施引导式反思，另一个依赖于学习者自主模式。跨文化发展的定量测量使用跨文化敏感度量表（陈和Starosta，2000年）和定性调查，通过参与者的书面反映。OIE使用引导式反思的结果显示，在尊重目标文化方面取得了显着的进步，而OIE遵循自主学习模式，在跨文化接触方面取得了显着的自我效能。对学生反思的定性分析证实了这些发现，并提供了对实现这些结果所涉及的过程的深入了解。
This paper presents the results of a study exploring the intercultural development of first-year Japanese university students engaged in online intercultural exchange (OIE) using two variations: one implementing guided reflection, and the other relying on the learner autonomy model. Intercultural development was quantitatively measured using the Intercultural Sensitivity Scale (Chen & Starosta, 2000) and qualitatively investigated through participants’ written reflections. Results of the OIE using guided reflection showed significant gains in respect for the target culture, whereas the OIE that followed the autonomous learning model yielded significant gains in self-efficacy in relation to intercultural contact. Qualitative analysis of student reflections confirmed these findings and provided insight into the processes involved in achieving these results.