Journal of Educational Technology Volume 10, Number 1, ISSN 0973-0559
This study sought to account for East Asian learners' cross-cultural transitions to US university Intensive English classroom culture within a technology-mediated language teaching approach, PrOCALL (Project-Oriented Computer Assisted Language Learning). It explored the influence of this approach on classroom interaction patterns acquired in the prior EFL (English as a Foreign Language) classrooms of their countries of origin. Our interpretation of this influence demonstrates that web-based project work has potential to boost cross-cultural communication, facilitating East Asian learners' socialization to the interactive norms of the US university Intensive English classroom. In the study, a group of ESL (English as a Second Language) learners in a university Intensive English high-intermediate reading class implemented a cross-cultural project using web-based authentic materials and tasks. They were involved in decision-making on a cultural topic for a group project, data collection on their cultural topic, group webpage design, and oral presentation. During these activities, learners showed interest and engagement in getting to know other cultures and increased oral interactions. Interviews with the learners confirmed that their classroom interactions had been enhanced through the web-based project implementation.
Kang, M. & Bruna, K.R. (2013). University ESL Learners' Cross-Cultural Transitions through Web-Based Project Work. Journal of Educational Technology, 10(1), 22-35.