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Meei-Ling Liaw, Taiwan
Internet-mediated Intercultural EFL Project in Taiwan
Background
With the advances of computer technology, foreign language (FL) educators are
increasingly using Internet information and communication tools in their teaching to
support intercultural interactions and target language development. Internet-mediated
intercultural FL projects move learners from simulated classroom-based contexts
toward actual interaction with expert speakers of the language they are studying. This
recent pedagogical and research development has been suggested to have the potential
to significantly influence the character, processes, and even goals of mainstream FL
education (Warschauer, 2003, 1996; Warschauer & Kern, 2000).
A number of approaches that make use of Internet-mediated interaction between
FL learners have been implemented. In general, they can be classified into four
configurations: 1) telecollaboration between institutions, 2) learner autonomous
tamdem learning, 3) making use of intra-community resources, and 4) learner
participation in non-educationally oriented Internet communities (Thorne, 2006). Of
the different types of configurations, the telecollaborative approach has been most
widely adopted by language educators in the U.S. The telecollaborative approach
usually involves international class-to-class partnerships within institutionalized
settings and generally requires intensive coordination that may include aligning
partner class syllabi around shared information and media and collaborative
interpretive and investigative activities. The Penn State Foreign Language
Telecollaborative Project funded by the United States Department of Education
International Research and Studies Program and the Cultura project developed by G.
Furstenberg, S. Levet and S. Waryn at MIT are the most well-known examples of such
an approach. Research on telecollaborative project has been conducted and findings
reported (for example, Belz, 2002, 2005, Belz & Vyatkina, 2005; Danet & Herring,
2003; Furstenberg, Lebet, English & Maillet, 2001; Itakura, 2004; Kinginger,
Gourves-Hayward, & Simpson, 1999; O’Dowd, 2005; Schulz, 2000; Thorne & Payne,
2005; Thorne & Payne, 2003). The studies have mostly been conducted with the
emphasis on U.S.-European learners interacting interculturally. In comparison to the
U.S.-Euro studies, little such research has been carried out to examine how English as
a foreign language (EFL) learners in Asian countries interact with learners of Asian
languages in the U.S. The paucity of studies of Internet-mediated intercultural
projects involving Asian EFL settings is somewhat surprising since EFL learners in
Asia constitute the largest EFL population in the world.
Having recognized the value of Internet-mediated intercultural projects and the
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lack of empirical studies in Asian, especially Taiwanese, contexts, I started to plan and
implement telecollaborative projects that aimed at supporting Taiwanese students in
elementary as well as tertiary levels to develop both their EFL and intercultural
competence over a decade ago (Liaw, 2007, 2006, 2003a, 2003b, 2002, 2001, 1998a,
1998b, 1996a, 1998b; Lin, Chen, Liaw, Liou, & Yeh, Y. L., 2005; Liou, Chang, Chen,
Lin, Liaw, Gao, Jang, Yeh, Chuang & You, 2006; Liou, Chang, Yeh, Lin, Chen, You,
Chuang, Gao, 2003). With the implementation of each new project, I experimented
with new pedagogical approaches, learning tools, as well as research foci. Effects of
these Internet-mediated intercultural projects were generally quite positive. I have
also closely examined the intercultural learning processes of the participants and
found very interesting patterns. One more important gain that I have obtained from
years of researching computer-assisted language learning (CALL) is getting to know a
group of researchers in Taiwan, including information technology experts and
computational linguists, who are willing to unselfishly provide me with innovative
technological support as well as fresh research perspectives1. Nevertheless my
projects so far have all been single-case studies that involved small numbers of
participants. How Internet-mediated intercultural projects can be expanded and
implemented across multiple sessions or institutions in Taiwan remains unclear. There
is still much to be done to understand the intercultural learning processes and
outcomes of sizable implementations of such projects.
Objectives
The objective of this proposed project is two-fold. First, it intends to survey and
observe the various major telecollaborative projects in the U.S. Based on the
understanding of these larger scale projects and the experience that I have had in
implementing projects in Taiwan, I hope to be able to formulate a prototype of
Internet-mediated intercultural EFL programs for the students in Taiwan. Also, as
Kinginger (2004) puts it, the most salient characteristic of Internet-mediated
intercultural FL teaching is the inclusion of other people. Therefore, actively seeking
partnership with my host institution to jointly design, implement, and research the
effects of the Taiwan-U.S. intercultural learning will be of top priority of the project.
This project not only holds pedagogical significance but also strives to create a
successful international joint research venture.
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I have been a co-investigator of the CANDLE (Corpus and Natural Language Process for Digital
Learning of English) project funded by the National Science Council in Taiwan since 2004. The
principle investigators for CANDLE are Dr. Hsien-chin Liou and Dr. Jason Chang of National
Tsinghua University in Taiwan. Other co-investigators involve researchers from National Taiwan
University, National Taiwan Normal University, and Nation Taichung College of Science and
Technology. Dr. Hsien-chin Liou and Dr. Jason Chang are two of the referees for my application of this
project.
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Methodology
The methodology that will be used for this proposed project will include 1)
library research, 2) field study, and 3) collaborative networking. In order to establish a
good understanding of the telecollaborative projects in the U.S., I will first make good
use of the library of the host institution for extensive search of reports and journal
papers on these projects. These projects will be assessed against the Taiwan-U.S.
context for their feasibility of being adopted or adapted. Secondly, I hope to visit a
few sites where Internet-mediated intercultural FL learning are implemented to
observe the actual processes of the projects and interview the teachers and researchers
for further insights into the pitfalls or caveats to be taken into consideration when
planning and implementing. Most importantly, I hope to be able to work with my host
institution to formulate a telecollaborative project involving Taiwan and U.S.
intercultural exchanges. The collaborative networking will involve 1) seeking
partnership with the host institution to negotiate the alignment of pedagogical goals,
syllabi, and activities of the project, 2) working with researchers in the host institution
toward a joint research agenda and research resource sharing, and 3) obtaining the
support from the CANDLE project team for technical support and multiple sites for
pilot testing and implementation.
During collaborative networking for the project, concerned about the long time
frames associated with application development efforts, I would opt to use the
prototyping techniques associated with rapid application development (RAD)
methodology (Wingard & Laudato, 1997). This approach differs from the traditional
system development life cycle (SDLC) in which an iterative development process that
incorporating ongoing end user involvement in the program design is used. As the
project evolves through design, prototyping, testing, and revision, the end product
becomes more refined and better matches the intended outcome.
Significance
Since the dimension of culture in foreign language learning is a very difficult one
to teach and to learn, a systematic approach is needed. This proposed project seeks to
develop a prototype that will be mutually beneficial to partner institutions in Taiwan
and in the U.S. and through which the participating students can develop
understandings of each other’s culture. Besides, it will offer learners and teachers
alike, on both sides of the Pacific, an approach in which students themselves under the
guidance of their teachers gradually and collaboratively construct knowledge of each
other's values, attitudes and beliefs, in a concrete and dynamic way. The language
instructors in both countries will have opportunities to work together and learn from
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one another.
In addition to its pedagogical significance, the project also offers research
importance since international partnerships between the institutions in the U.S. and
Taiwan will be established. The collaboration will forge a synergy that can in turn
stimulate research creativity of all the researchers involved and further enhance the
partnership among the members of the CANDLE team. The findings of the project
will add much needed information to the literature on Internet-mediated intercultural
EFL education in Asia, and particularly in the Taiwanese context.
Evaluation and Dissemination
The proposed project will be evaluated based on how well the partnership with
the host institution is established and how successful the research teams in the U.S.
and in Taiwan are brought together to build a prototype for Internet-mediated
intercultural FL learning. Since there is a time constraint for the project, I will strive
to respect the timeline of the project and accomplish all tasks as planned.
In addition to immediate and periodical assessments, the effect of the
implementation of the intercultural learning prototypical model will be studied. The
implementation will start with the Freshman English program of National Taichung
University and then will gradually be expanded to the individual campuses of the
CANDLE research team members, which may likely include National Taiwan
University, National Taiwan Normal University, and National Tsinghua University.
The project is expected to generate a great deal of data for all the researchers
involved. Therefore, conference presentations and journal papers can be expected as
well. The data and research findings will also be made available to anyone who is
interested.
Justification for Residence in the U.S. for the Proposed Project
A key element to the establishment of Internet-mediated intercultural FL project
is bringing representatives of the languages and cultures under study in
Internet-mediated FL instruction (Kinginger, 2004, 1998). Researchers can then
observe the participants of different national, ethnic, and socio-economic classes
interacting in this supportive and pedagogically sound environment to develop
intercultural competence as well as grammatical and pragmatic competence (Byram,
1997). This key element, however, quite often presents an enormous obstacle for the
instructors and researchers involved to overcome. A high level of coordination and
institutional support is required. Substantial pre-interaction negotiation between class
instructors and researchers is not only desirable but also essential (Belz &
Muller-Hartman, 2003; Liaw, 2006).
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With most of the notable telecollaborative projects being in the U.S., I believe
that there is much to learn from these projects. At the planning stage, it is imperative
that I visit my potential partner institution and research partners to go over all the
details to ensure solid collaboration. This way, the plans can be quickly discussed,
jointly formulated, pilot-tested, revised, and re-tested, and made ready for expanded
implementations.
Duration
This project will require two semesters of work to complete. In the first semester,
except intensively researching the effects of the different existing Internet-mediated
intercultural FL projects in the U.S, I will also be working on exchanging ideas with
researchers in the host institution for partnerships. In the second semester, in addition
to continuous communication with the host institution for telecollaboration, I will be
corresponding with the members of the computer-assisted language learning research
team, CANDLE, to draw technological supports and advice for the project. The
following is a tentative timetable of the project:
Aug.
Sept.
Oct.
Nov.
Dec.
Jan.
Feb
Mar.
Apr.
May
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Field study
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Form theoretical
framework
Present ideas to
partners
Seek and establish
partnerships
Form research
team
Coordinate
technical support
Draft, test, and
revise plans
with partner
institution and
researchers
Construct early
prototype
Pilot testing and
revision
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Literature review
English Proficiency
I obtained my doctoral degree in language education from Texas A & M
University in 1993 and have been publishing research papers in international journals.
I am confident that I have sufficient English language proficiency to carry out the
proposed project and obtain the expected outcomes.
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Meei-Ling Liaw, Taiwan
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