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Learner autonomy versus guided reflection: How different methodologies affect intercultural development in online intercultural exchange

Published online by Cambridge University Press:  19 June 2019

Simeon Flowers Open the ORCID record for Simeon Flowers [Opens in a new window] ,
Brent Kelsen Open the ORCID record for Brent Kelsen [Opens in a new window]  and
Bob Cvitkovic Open the ORCID record for Bob Cvitkovic [Opens in a new window]
Simeon Flowers
Affiliation:
Aoyama Gakuin University, Japan (t23762@aoyamagakuin.jp)
Brent Kelsen
Affiliation:
National Taipei University, Taiwan (brentntpu@gmail.com)
Bob Cvitkovic
Affiliation:
Tokai University, Japan (bobcvitkovic@gmail.com)
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Abstract

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.

Keywords

online intercultural exchangesocial networkingguided reflectionlearner autonomyvirtual exchange
Type
Regular papers
Information
ReCALL , Volume 31 , Issue 3 , September 2019 , pp. 221 - 237
Copyright
© European Association for Computer Assisted Language Learning 2019 

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