The research questions are:
a. How is ICC positioned in language teaching at tertiary institutions
b. What are teachers & learners aim in foreign language classes?
c. What materials/resources are used in designing intercultural activities?
d. What tools, especially internet tools (if any) do teachers used to engage learners in language class setting?
d. Do learners used these differently outside the class?
e. What are the current activities/tasks do intercultural language learning in the classroom especially when using internet tools?
f. How are such learning proces & outcomes conceived & assessed?
The survey/interview conducted was in China
The population surveyed was administered between may & june 2007, 47 valid teacher responses & 72 valid student responses were received in total 39 TQ & 59 SQ responses included informants personal information, identifying responses from 21 geographically separated institutions from the southeast, northeast, southwest, & central regions of mainland China.
The sampling procedures were used the sample was to small for any inferential analysis, the result are limited to descriptive analysis with correspondingly lowered validity & reliability. A future study might involve a longitudinal research design, a larger sample, qualitative elements including interviews & observation, & an empirical evaluation of the impact of using the internet to enhance intercultura communicative competence.
This paper reports a research survey into teachers & learners practices & the perceptions of intercultural foreign language technique learning especially using internet technologies at china higher.
Via personal networking, a convenience sample was recruited comprising teachers from across china who had participated in conferences on intercultural studies & online language teaching. They were also asked to engage their colleagues & students as participants on a voluntary basis. To take advantage of easy access to participants & to reduce time & cost in travel, an internet. Based survey constraining 2 wuestionnaires was developed for teachers & students respectively the latter being provided with a chinese translation in order to minimize misreading & errors of interpretations. The questionnaires were similar in contexts & structure so as to elicit comparable data, though the study itself wasn’t primarily intended to compare the views of teachers & learners. The questions were set with 4 category. In case of low response rate, semi structured questions were prepared for teachers as a supplement & sent via email to those who replied in order to compensate for any shortfall in the quantity of data.
Nearly 2-thirds of the teachers had over 6 years of service one third of teachers had more than 40 students in their classes & the rest between 20 & 40, which is lower than average for tertiary institutions. 82,1% of the teachers held a master’s degree & 86,4% of the students were doing a bachelor’s degree. Nearly 70% of the students’were majoring in english language-related disciplines while the other subjects studied varied’from accounting to engineering. Nearly 70% of the teacher had over 6 years experience of internet use, whereas about 85% of the students reported less than 6 years. In general about 3-fifths of the teachers used the internet frequently connecting for between 1&3 hours of a day, though a remarkable 1 third spent over 3 hours at the keyboard. By contrast, student recorded much less time surfing the net. Only about 10% exceed 3 hours onelijne’perday. This is ‘probably due to their heavy work load. 79,5% of teachers accessed the internet primarily from home, but also in a public access such as internet cafe networks. However only 54,2% of the students had home/dormitory access.
With regard t the position of ICC-oriented teaching strategies most ‘of the teachers agreed that intercultural learning was an important aspect of their classes (83%) & that it was also’a specific outcomes’at their institutions (76,6%). On the students part they had a slightly lower perception (79,1%) of the importance of ICC in language classes.
The conclusions have 5 in this research:
a. ICC development has established as an important strategy by, ost of institutions. This finding lays the corner stone for promoting an intercultural approach to language education. In requiring a shift speaker goal of language learning to an intercultural speaker goal.
b. Although the view is widely held that is necessary to balance the teaching of linguistic & cultural knowledge is still widely valued & influential. This may cause problems resulting in an essential view of cultures, cultural stereo typing & mis understanding.
c. While textbooks remain the predominant source of cultural knowledge internet information tools are being widely used as a complementary means of obtaining cultural input. However, the value of using communication technologies as investigator tools is under explored.
d. In terms of designing tasks for intercultural learning by using internet technologies, most of the activities are limited to information searching, using online audio-video & graphic resources, online reading & so forth. Tasks relating to’communcation tools do exist, but are not well developed. This phenomenon ma increase the chances of getting access to the collective/national level of the target culture at the individual level, let alone achieving a constructivist view of of intercultural communication.
e. The implementation of ICC oriented pedagogy has largely been impeded by technical, pedagogical & practical constraints. Adopting on intercultural approach with technologies meditation may prove difficult to implement in the classroom. Rather it is an institutional commitment that demands interdisclipnary collaboration & support.
The pedagogical implication of this study: theoretically, this study contributes to better understanding the context of china’stertiary institutions, where technical pedagogies have developed faster & language & culture programmers particularly for helping students to improve their linguistic & intercultural competence by comparison & interaction with speakers of the target language. However approaches must be adapted to local cultures & contexts, localization will require many more empirical studies.
On practical level, this study has helped to raise chinese teachers & students awareness & to inform them of the possibilities of developing ICC via internet technologies, it has also brought out some policy issues, leading to the following preliminary suggestion. At the national level, syllabi shouldn’t only as a matter of principle urge teachers to shift their pedagogy from the culture-transmission mode to an intercultural approach, but also need to support teachers with principal frameworks & guidelines’in terms of institutional policy, hardware & software’preparation & more importantly, pedagogcal training. Only when teachers are confident with new technologies & innovative pedagogies, will they serve the students as they can.
At the institutional level, systematic support should be made available including resources, administration & saffing. The administrator must be aware that it is not enough simply to have the technological reaources available for use, teacher must also know how to hardness the educational capabilities of the technology. Considering the tradition of the teacher dominance in classes and some disparities between teachers & learners answers in this survey, it would be sensible to suggest that teachers are in the best position than learners to promote internet-mediated approaches to intercultural teaching & learning. Altought in this survey the teachers didn’t indicate that they lacked the pedagogical experience for using technology. It is still worth emphasizing the issue of technical support so that teachers can learn in a “hands on” way to appreciate the benefits of networking & real time communication for enhancing intercultural competence. Moreover, the administration must developed a set of policies that help teachers implement & intercultural approach to teaching & assessment with practical incentives, considering the substantial additional workload for the teachers.
The implication of this research: like all survey the present study relies on self report ( perception rather than reality) & on respondents understanding the questions & relating them to their own experience, it sometimes also lacks detail. The use of convenience samples recruited via conference participants in China might have introduced bias, especially since many participating teachers, unlike the majority of those teaching in tertiary institutions held tenure posts. A snowball technique was therefore used in the hope of extending the sample to include less senior staff. Nonetheless, the sample was too small for any inferential analysis with correspondingly lowered validity & reliability. A future study might involve a longitudinal research design, a larger sample evaluation of the impact of using the internet to enhance intercultural communicative competence.
1. The research question is implicitly stated; the question is that whether the application of internet technologies can develop learners’ intercultural communicative competence.
2. The survey was conducted through internet.
3. The population was college teachers and students who participated in conferences on intercultural studies and online language teaching covering southeast, northeast, southwest, and central regions of mainland China. The sampling procedure used was snowball, which the participants were asked to engage their colleagues and students as participants on a voluntary basis.
4. Data were collected through two kinds of questioners, teacher questioner and student questioner. Each questioner used 4-category scales. Besides that, the researchers also had some open-ended questions (factual question) to collect participants’ individual opinions.
5. I saw the points of questions asked, but I think it’s not really details and it needs more than 13 questions to make this research acceptable.
6. The data were discussed through descriptive narration. The open-ended questions didn’t use any codes to grouping. The researchers only quoted some participants’ statements.
7. The data were presented in 13 tables of questions mentioned before. Every table presented the indicators and percentage of how many participants answered based on scale. It showed both teachers and students result side-by-side and rank position for each participant’s group.
8. The researchers drew the conclusions clearly. They stated the conclusions based on the data collected and connected to native culture.
9. The implications are that technical pedagogies are not familiar yet among ICC. There are specific causes, especially related to culture. Culture background is still dominant in learning strategies, and it needs time to have technological awareness. So, being consistent in running program and having supporting facilities can improve ICC.
10. Yes, I think the implications have prospect for further study.
1. What is the research question?
2. Where was the survey/interview conducted?
3. What was the population surveyed? What sampling procedures were
used?
4. How were the data collected?
5. Were the questions used in the survey or interview well-designed in
terms of the standards discussed in the chapter?
6. How were the data analyzed? If open-ended questions were used,
does the researcher describe how they were analyzed and coded?
7. How were the data presented? If the study includes numerical data,
how were they reported—by frequency, percentage, and/or mean? If
the mean is reported, is the standard deviation reported?
8. What conclusions were drawn? Are they justified in light of the data
presented?
9. What are the pedagogical implications of the study?
10. Are these implications warranted in light of the findings of the study?
Universitas Kristen Indonesia 
Hi mister this is my assignment
The research questions are:
a. How is ICC positioned in language teaching at tertiary institutions
b. What are teachers & learners aim in foreign language classes?
c. What materials/resources are used in designing intercultural activities?
d. What tools, especially internet tools (if any) do teachers used to engage learners in language class setting?
d. Do learners used these differently outside the class?
e. What are the current activities/tasks do intercultural language learning in the classroom especially when using internet tools?
f. How are such learning proces & outcomes conceived & assessed?
The survey/interview conducted was in China
The population surveyed was administered between may & june 2007, 47 valid teacher responses & 72 valid student responses were received in total 39 TQ & 59 SQ responses included informants personal information, identifying responses from 21 geographically separated institutions from the southeast, northeast, southwest, & central regions of mainland China.
The sampling procedures were used the sample was to small for any inferential analysis, the result are limited to descriptive analysis with correspondingly lowered validity & reliability. A future study might involve a longitudinal research design, a larger sample, qualitative elements including interviews & observation, & an empirical evaluation of the impact of using the internet to enhance intercultura communicative competence.
This paper reports a research survey into teachers & learners practices & the perceptions of intercultural foreign language technique learning especially using internet technologies at china higher.
Via personal networking, a convenience sample was recruited comprising teachers from across china who had participated in conferences on intercultural studies & online language teaching. They were also asked to engage their colleagues & students as participants on a voluntary basis. To take advantage of easy access to participants & to reduce time & cost in travel, an internet. Based survey constraining 2 wuestionnaires was developed for teachers & students respectively the latter being provided with a chinese translation in order to minimize misreading & errors of interpretations. The questionnaires were similar in contexts & structure so as to elicit comparable data, though the study itself wasn’t primarily intended to compare the views of teachers & learners. The questions were set with 4 category. In case of low response rate, semi structured questions were prepared for teachers as a supplement & sent via email to those who replied in order to compensate for any shortfall in the quantity of data.
Nearly 2-thirds of the teachers had over 6 years of service one third of teachers had more than 40 students in their classes & the rest between 20 & 40, which is lower than average for tertiary institutions. 82,1% of the teachers held a master’s degree & 86,4% of the students were doing a bachelor’s degree. Nearly 70% of the students’were majoring in english language-related disciplines while the other subjects studied varied’from accounting to engineering. Nearly 70% of the teacher had over 6 years experience of internet use, whereas about 85% of the students reported less than 6 years. In general about 3-fifths of the teachers used the internet frequently connecting for between 1&3 hours of a day, though a remarkable 1 third spent over 3 hours at the keyboard. By contrast, student recorded much less time surfing the net. Only about 10% exceed 3 hours onelijne’perday. This is ‘probably due to their heavy work load. 79,5% of teachers accessed the internet primarily from home, but also in a public access such as internet cafe networks. However only 54,2% of the students had home/dormitory access.
With regard t the position of ICC-oriented teaching strategies most ‘of the teachers agreed that intercultural learning was an important aspect of their classes (83%) & that it was also’a specific outcomes’at their institutions (76,6%). On the students part they had a slightly lower perception (79,1%) of the importance of ICC in language classes.
The conclusions have 5 in this research:
a. ICC development has established as an important strategy by, ost of institutions. This finding lays the corner stone for promoting an intercultural approach to language education. In requiring a shift speaker goal of language learning to an intercultural speaker goal.
b. Although the view is widely held that is necessary to balance the teaching of linguistic & cultural knowledge is still widely valued & influential. This may cause problems resulting in an essential view of cultures, cultural stereo typing & mis understanding.
c. While textbooks remain the predominant source of cultural knowledge internet information tools are being widely used as a complementary means of obtaining cultural input. However, the value of using communication technologies as investigator tools is under explored.
d. In terms of designing tasks for intercultural learning by using internet technologies, most of the activities are limited to information searching, using online audio-video & graphic resources, online reading & so forth. Tasks relating to’communcation tools do exist, but are not well developed. This phenomenon ma increase the chances of getting access to the collective/national level of the target culture at the individual level, let alone achieving a constructivist view of of intercultural communication.
e. The implementation of ICC oriented pedagogy has largely been impeded by technical, pedagogical & practical constraints. Adopting on intercultural approach with technologies meditation may prove difficult to implement in the classroom. Rather it is an institutional commitment that demands interdisclipnary collaboration & support.
The pedagogical implication of this study: theoretically, this study contributes to better understanding the context of china’stertiary institutions, where technical pedagogies have developed faster & language & culture programmers particularly for helping students to improve their linguistic & intercultural competence by comparison & interaction with speakers of the target language. However approaches must be adapted to local cultures & contexts, localization will require many more empirical studies.
On practical level, this study has helped to raise chinese teachers & students awareness & to inform them of the possibilities of developing ICC via internet technologies, it has also brought out some policy issues, leading to the following preliminary suggestion. At the national level, syllabi shouldn’t only as a matter of principle urge teachers to shift their pedagogy from the culture-transmission mode to an intercultural approach, but also need to support teachers with principal frameworks & guidelines’in terms of institutional policy, hardware & software’preparation & more importantly, pedagogcal training. Only when teachers are confident with new technologies & innovative pedagogies, will they serve the students as they can.
At the institutional level, systematic support should be made available including resources, administration & saffing. The administrator must be aware that it is not enough simply to have the technological reaources available for use, teacher must also know how to hardness the educational capabilities of the technology. Considering the tradition of the teacher dominance in classes and some disparities between teachers & learners answers in this survey, it would be sensible to suggest that teachers are in the best position than learners to promote internet-mediated approaches to intercultural teaching & learning. Altought in this survey the teachers didn’t indicate that they lacked the pedagogical experience for using technology. It is still worth emphasizing the issue of technical support so that teachers can learn in a “hands on” way to appreciate the benefits of networking & real time communication for enhancing intercultural competence. Moreover, the administration must developed a set of policies that help teachers implement & intercultural approach to teaching & assessment with practical incentives, considering the substantial additional workload for the teachers.
The implication of this research: like all survey the present study relies on self report ( perception rather than reality) & on respondents understanding the questions & relating them to their own experience, it sometimes also lacks detail. The use of convenience samples recruited via conference participants in China might have introduced bias, especially since many participating teachers, unlike the majority of those teaching in tertiary institutions held tenure posts. A snowball technique was therefore used in the hope of extending the sample to include less senior staff. Nonetheless, the sample was too small for any inferential analysis with correspondingly lowered validity & reliability. A future study might involve a longitudinal research design, a larger sample evaluation of the impact of using the internet to enhance intercultural communicative competence.
Mister tugas mencari artikel yg ini susah banget. Di down load juga ngk bisa2. Sy nyerah deh nyari tugasny.
1. The research question is implicitly stated; the question is that whether the application of internet technologies can develop learners’ intercultural communicative competence.
2. The survey was conducted through internet.
3. The population was college teachers and students who participated in conferences on intercultural studies and online language teaching covering southeast, northeast, southwest, and central regions of mainland China. The sampling procedure used was snowball, which the participants were asked to engage their colleagues and students as participants on a voluntary basis.
4. Data were collected through two kinds of questioners, teacher questioner and student questioner. Each questioner used 4-category scales. Besides that, the researchers also had some open-ended questions (factual question) to collect participants’ individual opinions.
5. I saw the points of questions asked, but I think it’s not really details and it needs more than 13 questions to make this research acceptable.
6. The data were discussed through descriptive narration. The open-ended questions didn’t use any codes to grouping. The researchers only quoted some participants’ statements.
7. The data were presented in 13 tables of questions mentioned before. Every table presented the indicators and percentage of how many participants answered based on scale. It showed both teachers and students result side-by-side and rank position for each participant’s group.
8. The researchers drew the conclusions clearly. They stated the conclusions based on the data collected and connected to native culture.
9. The implications are that technical pedagogies are not familiar yet among ICC. There are specific causes, especially related to culture. Culture background is still dominant in learning strategies, and it needs time to have technological awareness. So, being consistent in running program and having supporting facilities can improve ICC.
10. Yes, I think the implications have prospect for further study.
Hi all attendees of Research in ELT class,
Click http://journals.cambridge.org/action/displayFulltext?type=1&pdftype=1&fid=3786880&jid=REC&volumeId=21&issueId=01&aid=3786872 to download the pdf file of the manuscript entitled “A survey of Internet-mediated intercultural foreign language education in China”. After reading the article, answer the following questions:
1. What is the research question?
2. Where was the survey/interview conducted?
3. What was the population surveyed? What sampling procedures were
used?
4. How were the data collected?
5. Were the questions used in the survey or interview well-designed in
terms of the standards discussed in the chapter?
6. How were the data analyzed? If open-ended questions were used,
does the researcher describe how they were analyzed and coded?
7. How were the data presented? If the study includes numerical data,
how were they reported—by frequency, percentage, and/or mean? If
the mean is reported, is the standard deviation reported?
8. What conclusions were drawn? Are they justified in light of the data
presented?
9. What are the pedagogical implications of the study?
10. Are these implications warranted in light of the findings of the study?
Good luck!