The document discusses using eLearning to improve foreign language skills for intercultural communication. It describes an online exchange program between German and American students taking language classes. The program used a Moodle course platform with various collaborative activities designed to increase intercultural awareness and language skills. An analysis found some tasks appealed more to one group than the other. Factors like class selectivity, novelty, time commitment, and teacher guidance impacted participation and collaboration across groups. The author proposes research questions on how to better design collaborative activities and support web-based intercultural language learning.

1. eLearning Scenarios for Language and Culture Integrated Learning Claudia Warth [email_address] University of Tübingen English Department Applied English Linguistics

2. How can eLearning be used to improve foreign language skills relevant for intercultural communication ?  fostering intercultural foreign language skills via web collaboration /10 Basis: constructivist approach model that takes into account language needed to communicate interculturally

3. Overview: German-American Online Exchange Oct. ´07 – Feb. ´08 ~ 40 students US: German class (3 rd year) PA, USA DE: English class, 11 th grade, Gymnasium German teacher with Moodle exp., US without /10 5 Moodle courses

4. Course design Phases within web collaboration between classes: General Introduction From own to other cultures & comparison – sensitizing Towards intercultural awareness – understanding & reflection Intercultural thinking & application – relativization & transfer “ Debriefing” Task Design : /10 intercultural learning aims language learning aims tool

5. Where’s the collaboration in web collaboration? /10 Analysis based on: popularity of activity (as rated by students) & insights from journals participation of students initial posts replies within: national groups & across national groups relation to tasks Task / activity Aims / phases Tools used (for collaboration) Map it! Socializing / I Forum Discovering your cultural diversity I & II Forum Culture as an iceberg II Forum Jogging alone I & II to III Forum

6. Map it! Popularity: very popular activity & some crucial reflection outcomes High participation by US & DE groups Most initial posts by US; many replies by DE Interaction across national groups Focused on tasks – topics discussed: students’ living area/cities & activities Explanation of specialized vocabulary (e.g. “Kuhdorf”) /10

7. Discovering your cultural diversity Popularity: very popular activity with US group & high reflection outcomes High participation in US group Initial posts: almost all by US group; replies within national group; very few replies across Focused on tasks – additions: hobbies & free time Discussion of ‘being American’, stereotypes or being reduced to few aspects of identity /10

8. Jogging Alone Popularity: less popular activity, but high reflection outcomes (both groups) High participation in US group; almost no contributions from DE group Initial posts: almost all by US group; few replies within national groups; 1 post with replies across groups (initial post by DE) Focused on task: high reflection /10

9. Preliminary findings Cultural issue of task design: some tasks might appeal more to one group than another Issue of who is taking part in the classes (more ‘selective’ when it comes to taking German?) Newness-factor & curiosity Amount of time that can be dedicated to workload Tutoring & teacher guidance (!)

10. Research questions & outlook Research questions How to design activities to enhance intercultural foreign language learning? How to design them in a way to enhance collaboration & interaction across national groups? How can teachers support and encourage web collaboration? How can teachers be prepared or trained to do so? Outlook icEurope Comenius Project (www.iceurope-project.eu) Model of intercultural communication with activity & web collaboration reference /10

11. Thank you very much  Any questions, input, discussions very welcome! University of Tübingen Applied English Linguistics Claudia Warth Wilhelmstraße 50 D-72074 Tübingen [email_address] http://www.ael.uni-tuebingen.de http://www.spracheundkultur.com/ikkzwei.null /10

12. Journal: Getting what you want Journal entry for “Getting what you want” Details: students had to reflect upon “requesting” and “asking” in the L1 and L2 discussed and prepared in-class (very necessary!) additional steps: compare findings in classroom, create dialogue with epal in chat, record dialogues 2 nd : reflection and text in L2 1 st : (reflection and) text in L1 b) Perhaps in the USA they would it say in another kind of way.If I would translate my german, it could be that it sounds impolite. I don't know if my verbalism would be appropriate.The body language might be also different, so there could be also problems.