Growing intercultural speakers in novice Italian: A virtual versus face-to-face comparison

IF 1.5 1区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Foreign Language Annals Pub Date : 2023-11-21 DOI:10.1111/flan.12736

Aletha Stahl, Tatjana Babic Williams, Lan Jin, Jane Koch

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Abstract

Intercultural competence (IC) has been identified as a crucial outcome of world language education. The purpose of the study is to compare possible differences in IC development between face-to-face and asynchronous virtual modes of delivery that were taken as emergency measures early in the COVID-19 pandemic for a beginning Italian course with 18- to 22-year-old students. The American Association of Colleges & Universities Intercultural Knowledge and Competence Valid Assessment of Learning in Undergraduate Education Rubric serves as a theoretical framework to determine learning outcomes and guide qualitative assessment. Applying a mixed-methods approach, the study collects quantitative data using the Intercultural Knowledge and Competence Short Scale and qualitative data from student reflection assignments for both face-to-face (2019) and asynchronous virtual (2020) courses. A comparison of IC development between the two cohorts shows similar achievement of intercultural learning in both modes. Implications for IC development in language classrooms are discussed.

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意大利语新手中越来越多的跨文化说话者:虚拟与面对面比较

跨文化能力(IC)被认为是世界语言教育的一个重要成果。该研究的目的是比较面对面和异步虚拟教学模式在IC发展方面可能存在的差异，这种模式是在COVID-19大流行早期为18至22岁学生的初级意大利语课程采取的紧急措施。美国大学协会;《大学跨文化知识与能力》是确定学习成果和指导定性评估的理论框架。该研究采用混合方法，使用跨文化知识和能力短量表收集定量数据，并从面对面(2019年)和异步虚拟(2020年)课程的学生反思作业中收集定性数据。比较两组学生的智力发展情况可以发现，在两种模式下，跨文化学习取得了相似的成就。讨论了语言课堂中集成电路发展的意义。

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来源期刊

Foreign Language Annals Multiple-

CiteScore

5.40

自引率

3.70%

发文量

期刊介绍： Dedicated to the advancement of language teaching and learning, Foreign Language Annals (FLA) seeks to serve the professional interests of classroom instructors, researchers, and administrators concerned with the learning and teaching of languages at all levels of instruction. The journal welcomes submissions of the highest quality that report empirical or theoretical research on language learning or teaching, that describe innovative and successful practice and methods, and/or that are relevant to the concerns and issues of the profession. FLA focuses primarily on language education for languages other than English.