Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

IOE AREC2013-LWang

729 views

Published on

This presentation was developed from an early version presented at the BAAL2011 Conference at University of West of England. It has been made with updated materials for the Association for Research into Education in China Conference hosted by the Institute of Education, University of London, in June 2013.

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

IOE AREC2013-LWang

  1. 1. Liang WangThe Open UniversityAREC 2013Challenges and Prospects in EducationInternet-mediated intercultural Englishlanguage education– Opportunities and challenges in China’shigher education20/06/2013 Institute of Education, University of London
  2. 2. ContextInternet and social media in China and the worldThe Project: Internet-mediated intercultural English languageeducation in China’s HEIsFocusSurvey and cases• Opportunities• ChallengesFramework for Internet-mediated intra-class communityPage 02/21Outline20/06/2013 Institute of Education, University of London
  3. 3. Page 03/21Internet and social mediaInformationCollaborationSharingPublishingCommunicationNetworkingGaming20/06/2013 Institute of Education, University of London
  4. 4. Page 04/21Internet & social media in ChinaChina’s InternetCensorshipGoogle VsBaiduLocalisingglobal productsGlobalisinglocal products20/06/2013 Institute of Education, University of London
  5. 5. SocializationExplorationConsultationContributionComparisonNegotiationIdentificationLearner-informantpartnershipE-tandemTelecollaborationEstablishede-communityInstructional-oriented Independent-orientedExpressionReflectionRe-constructionInternet-mediated FLEModels and features of Internet-mediated FLE20/06/2013 Institute of Education, University of London Page 05/21
  6. 6. Internet-mediated intercultural English language educationin China’s HEIsAims: Whether/How Internet tools are used for Englishteaching/learning and whether such a use facilitates an interculturalapproachFieldwork: multi-stage multi-sitesurvey (24 HEIs) & case studies(4 cases)• A variety of types of HEIs• A combination of instruments– Questionnaires– Interviews– Observations– DocumentsThematic and snap-shot analysisPage 06/21The Project20/06/2013 Institute of Education, University of London
  7. 7. With relevance to Internet useSearching and downloading information from professional websiteswere frequent and regular activities.Students preferred a ‘Chinese approach’ to search in Chinese keywords, through China-based engines, for content learning.Teachers and students maintained contact mainly through email andonline networking.Engaging students in pair/group presentations (online) on specified orrecommended topics appeared common practice.Asynchronous communication tools were evidently employed whereassynchronous ones were not.Setting up an online learning environment emerged as a way ofextending in-class discussion and furthering the aspiration to establishintercultural exchange.With regard to forum discussions, students predominantly used theforum as a medium to express their own ideas; interaction with eachother was inadequately evidenced.Page 07/21Findings from survey and case studies20/06/2013 Institute of Education, University of London
  8. 8. Intensive Reading with occasional Internet useTSInformation Communication Publishing/Collaboration NetworkingInstitution U4, Language Case English Education CentreTeachers LQ, LXP, CY Students Y1/2 non-English majorsPage 08/21Case 1 Pedagogical context20/06/2013 Institute of Education, University of London
  9. 9. Teachers’ views and practices‘… useful to search for online materials for lesson preparation, in order toupdate our teaching about the cultural topics in the texts. We alsoencouraged [students] to use online learning materials outside class, forexample, the BBC online English learning resources – they are authenticand informative.’ (CY)‘… the use of the Internet … takes place not inside the class but outsideof the class. The direct use of the Internet (like playing a movie orread[ing] an online article) takes up a very minor part in the teaching.The direct use of the Internet seems to be very raw … for example, whenI haven’t done enough work to make the online material into the wordfile or PPT ahead of the class, I will have to search it in class. That isactually a very bad practice: How about there is a computer failture[failure]? How about you can’t find the right thing?’ (LXP)Page 09/21Case 1 Opportunities and challenges20/06/2013 Institute of Education, University of London
  10. 10. Students’ views and practices‘… we are given cards with minute credit for 40 hours without charge,but we have to use them on campus – the machines are old and slow andactually we are asked to do courseware tasks that are uploaded on theintranet.’ (HTB, translation)‘I – most of my classmates – use Xiaonei [Renren], for example. But weonly want to exchange anything but textbook-based topics. So boring.What am I supposed to say about terrorism? … We know that someteachers use it to watch us, you know, lurking – that’s why we don’t wantto interact, just keep silent. ’ (CLL, translation)‘My priority is to pass TEM4 so I just want my teacher to focus onexercises and explain grammar, vocabulary, translation, reading andwriting. He should use Internet for this purpose.’ (XD, translation)Page 10/21Case 1 Opportunities and challenges20/06/2013 Institute of Education, University of London
  11. 11. Business English and pilot intercultural wikisTSInformation Communication Publishing/Collaboration SocialisingInstitution U22, Int’l partnership Case English Language CentreTeachers ZB, RZL Students Y1/2 non-English majors,EAP/ESPPage 11/21Case 2 Pedagogical context20/06/2013 Institute of Education, University of London
  12. 12. Teachers’ views and practices‘… [students] talk to the [international] tutors, that involves a lot ofthings like the way to approach the tutors, how to write appropriateemails, this kind … of communication skills when [students]communicate with people from different cultural backgrounds… real-life intercultural experience … our students are experiencingit…intercultural communication is part of the experience … notsomething that needs to be taught all the time’ (RZL)‘the purpose of the wikis was to provide a social atmosphere withintercultural exchange, to develop autonomous learning andcollaboration. I did not prepare learning materials and tasks… butstudents on both sides were waiting for the other side to set the ballrolling. For me, it is time-consuming to moderate the activity all thetime considering my official workload. (ZB)Page 12/21Case 2 Opportunities and challenges20/06/2013 Institute of Education, University of London
  13. 13. Students’ views and practices‘I feel proud because this university is very different from otherChinese universities. It is international and we have a lot of foreignteachers but only the western teachers are good [at speaking English].Chinese teachers, and other teachers from Malaysia, India, forexample, they speak English with strong accent in our classes – I don’tmean English language classes. However, they are all responsive toour email enquiries, although there are not as many opportunities forface-to-face talk with them as expected.’ (Z & Y, translation)‘… the intention [to use the Wikis] was good, but our British partnersdidn’t participate actively. Our teacher didn’t keep this going, either. Ithought it wasn’t too much relevant to my modules so I adopted await-and-see attitude. I wish they can be more active – actually we arenot active, either.’ (Z & Y, translation)Page 13/21Case 2 Opportunities and challenges20/06/2013 Institute of Education, University of London
  14. 14. Cultural Analysis of Film & Google Groups SiteTSInformation Communication Publishing/Collaboration SocialisingInstitution U14, Language Case Intercultural InstituteTeachers CW (USA) Students Master-level language majorsPage 14/21Case 3 Pedagogical context20/06/2013 Institute of Education, University of London
  15. 15. Teacher’s view and practice‘I don’t tell them the name of the film until the day because I don’t want them togo on the Internet to find a lot of reviews about the movie. I think they will be tooinfluenced by that so I want them to see the movie fresh and then for the onlinetalking and responding. I still don’t want them to read online. I want them to puttheir thoughts online. Then we come together for class, that’s when I ask themsome questions – we try to look at the movie as a text itself and not what otherpeople are saying about it.’ (CW)‘[the forum] is not only a tool … to make better use of our limited time, but also anopportunity to practice real communication… to help us break new ground as weseek to communicate better with each other and people all over the world.’‘… that could be awesome [to] have some students in the UK or somewhere else,watch the same films, they write posts on the same website together – this is theChinese perspective, that is the English perspective … that would be interesting.’(CW)Page 15/21Case 3 Opportunities and challenges20/06/2013 Institute of Education, University of London
  16. 16. Students’ views and practices‘I selected this course just because I wanted to earn credits with ease –watching some western movies and having a little bit fun – I didn’texpect it was so demanding that we have to post essays online…’ (HL)‘[Presentation] is helpful in self-development [as I] could learn from[the] others who were under pressure to present their best before theirpeers’ (LHX)‘Experience: Browse websites provided by our professor,Googled some info on relevant subjects, espthe ad photosFeeling: Internet tools seem to be quite essential to ourpresentation preparation.’ (LY)Page 16/21Case 3 Opportunities and challenges20/06/2013 Institute of Education, University of London
  17. 17. British Literature and Moodle-mediated forumTSInformation Communication Publishing/Collaboration SocialisingInstitution U17, Specialised(sports education)Case English DepartmentTeachers CHS Students Year 3 English majors (Sports)Page 17/21Case 4 Pedagogical context20/06/2013 Institute of Education, University of London
  18. 18. Teacher’s view and practice‘The purpose… is to extend our classroom interaction via the use ofMoodle ... We’ll better understand the world, society and humanrelations when discussing some themes with our peers and teacher. ...Through discussion, we can also gain some experience from the worksand our own lives. In addition, we are able to use English language toexpress ourselves so as to improve our writing proficiency. In the sametime, we can also improve reading comprehension when reading eachothers’ posts...Using online discussion as a means of assessment, I intend to give youa push to do something. I find people, including myself, often beinglazy without being pushed. Another purpose is … to change …assessment … so that your progress is evidenced by your ongoingefforts rather than a final test.’ (CHS, translation)Page 18/21Case 4 Opportunities and challenges20/06/2013 Institute of Education, University of London
  19. 19. Perceived opportunities and challenges (Ss)‘… her [Ms CHS] idea of online discussion was good, as we have anextra platform to express our own ideas… but … we have to publish atleast 5 posts in order to get 5 points. Personally, I think as long as I cancontribute my own ideas to a discussion it will be fine, not necessarilywith 5 posts… I believe that not everyone will be interested in everyline of discussion… Anyway, the quality of discussion is moreimportant than quantity. I think we should write posts by sharing whatwe really have, rather than posting for the sake of earning scores.Therefore my suggestion is that there should not be a bottom line ofwriting 5 posts for a score …’ (WY, translation)‘online discussion with scoring was less encouraging… not interestedin literature at all – no use for job seeking – but as a class rep I have toset up an example for my class’ (CL, translation)‘I’m CL’s roommate and good friend so she forced me to reply to herpost, despite that we are sitting face-to-face at the same dormitory’(ZYW, translation)Page 19/21Case 4 Opportunities and challenges20/06/2013 Institute of Education, University of London
  20. 20. Establishing an internet-mediated intra-class communityframeworkPage 20/21ImplicationsTelecollaboration e-TandemLearner-informantpartnershipEstablishede-communitySs TInternetResourceIntra-classcommunityPedagogicalpreparationManagerialpreparationTechnologicalpreparationInstitutionalpreparationNetworkingpreparationCo-ordinatingpreparation20/06/2013 Institute of Education, University of London
  21. 21. Contact: Liang Wangwanglpkcn@gmail.comPage 21/21Wang, L. (2012) Chapter 13 Internet-mediated Intercultural Teaching andLearning: Chances and Challenges inChina. In Jin, L. and Cortazzi, M. (eds)Researching Intercultural Learning:Investigations in Language and Education,pp.253-281, UK: Palgrave Macmillan.Further information20/06/2013 Institute of Education, University of London

×