Telecollaboration in second-language classes

Intercultural communicative competence

Question Title

* 1. To what extent do you think that the telecollaboration project has increased the students' willingness to get in contact with students of other cultures?

Not at all

Totally

n. a.

Not at all

Totally

n. a.

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* 2. How could you recognize a change in their willingness (e.g. intrinsic motivation, friendships, planned class trips)?

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* 3. How did the students manage possible intercultural differences faced during the telecollaboration process?

They resulted in productive discussions between the students while using telecollaboration.

After the telecollaboration task you as a teacher needed to discuss some of the intercultural issues in class.

The intercultural differences resulted in intracultural questioning about certain aspects of the students' own culture.

Other (please specify)

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* 4. How did the students' interaction take place in the telecollaboration tasks?

Each student had his own electronical device to communicate with another student abroad.

The students worked in pairs and shared one electronical device in the classroom.

The students worked in groups up to four.

The whole group worked in plenum with one device.

Other (please specify)

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* 5. How would you rate the student's active engagement in the telecollaboration tasks?

The mayority of telecollaboration tasks could only succeed due to the teacher's interventions.

While telecollaborating the students partly needed the teacher's support with language problems or with following the task.

The students were acting independently. The teacher only intervened in case of questions or to lead following discussions.

Clear

i We adjusted the number you entered based on the slider’s scale.

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* 6. The intercultural communicative competence aims at understanding and interacting in foreign language contexts. In telecollaboration tasks, what behaviour did students show, that displayed the development of the intercultural competence?

Showing empathy towards foreign cultural habits.

Showing critical distance towards foreign cultural habits.

Making a well-founded personal decision about foreign cultural habits.

Arranging their own communicative actions adequately within the situations and towards the adressees.

Sonstiges (bitte angeben)

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* 7. A succeeding intercultural communication requires sociocultural knowledge and insight of the cultural use of the language. Which of the following aspects could you remark during the telecollaboration tasks?

The students implemented their sociocultural knowledge in a variety of conversation topics like e.g. actual social conditions, historical developments, aspects of the everyday culture.

The students recognized their prejudices and were able to question/reverse them.

The students recognised values and attitudes of their interlocutor and could assign them to the other's cultural background.

Other (please specify)

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* 8. Regarding question 6 and 7, how did you manage to record the students' development in behaviour?

By observing their behaviour/taking notes.

By examining them in (oral) exams.

By asking them to give you feedback.

By asking them to reflect about their experience with telecollaboration.

Other (please specify)

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* 9. A succedding intercultural communication also requires suitable attitudes. Which of the following was/were noticeable?

the willingness and ability to treat others respectfully and equally

dealing with the interlocutor in a reflective way

to assume linguistic and content-related risks while speaking

Sonstiges (bitte angeben)

Telecollaboration in second-language classes

Intercultural communicative competence

Question Title

* 1. To what extent do you think that the telecollaboration project has increased the students' willingness to get in contact with students of other cultures?

Question Title

* 2. How could you recognize a change in their willingness (e.g. intrinsic motivation, friendships, planned class trips)?

Question Title

* 3. How did the students manage possible intercultural differences faced during the telecollaboration process?

Question Title

* 4. How did the students' interaction take place in the telecollaboration tasks?

Question Title

* 5. How would you rate the student's active engagement in the telecollaboration tasks?

Question Title

* 6. The intercultural communicative competence aims at understanding and interacting in foreign language contexts. In telecollaboration tasks, what behaviour did students show, that displayed the development of the intercultural competence?

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* 7. A succeeding intercultural communication requires sociocultural knowledge and insight of the cultural use of the language. Which of the following aspects could you remark during the telecollaboration tasks?

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* 8. Regarding question 6 and 7, how did you manage to record the students' development in behaviour?

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* 9. A succedding intercultural communication also requires suitable attitudes. Which of the following was/were noticeable?

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* 10. Finally, did your students have to work on a creative outcome regarding the telecollaboration project? If so, please describe it.