2015 Global Education Conference Global Connections between First Year Undergraduates in Taiwan and Connecticut 2015 Global Education Conference

Background: Taiwan Context New literacies of online reading comprehension: 1) identifying important questions; 2) locating, information; 3) analyzing, information; 4) synthesizing information; and 5) communicating information. Intercultural Interaction in EFL course

Instructional Design with EFL Students Phase 1: Building a good rapport Self-introduction & Social Network Sites Phase 2: Discussing Culture-related topics Show & Tell: Searching, Synthesizing information of local cultures Online Feedback from EFL students Phase 3: Development of Project Comparing and Contrasting Phase 4: Wrap up & Self-Reflection

Topics Group A: Parenting styles Group B: Traditional Food in Taiwan Group C: Hakka Food Group D: Wedding Traditions Group E: Night-Market Delicacies ??? Group F: Festivals Group G: Taiwan Snacks ???

Methodology EFL Participants: N = 32 7 groups: 4-5 EFL students of Intermediate English Proficiency Data Collection Intercultural Competence Scale: pre- and post- Online Feedback and Field Observation Self-Reflection

Pre-survey (Chao, 2014) Delete 3 irrelevant statements I can eat what others eat in culturally diverse situations. I can modify the way I dress when it is necessary in intercultural situations. I know how to use the culture-value approach to understand the attitudes and behaviors of people from different cultures. 27 Questions Factor 1: Knowledge of Intercultural Interaction (mean = 3.254) Factor 2: Affective Orientation to Intercultural Interaction (mean = 4.385) Factor 3: Self-Efficacy in Intercultural Situations (mean = 3.33) Factor 4: Behavior Performance in Intercultural Interaction (mean = 3.441) Factor 5: Display of intercultural consciousness (m = 3.254) Lowest ranking: I can effectively use English to communicate with other people of different cultural backgrounds. 2.83

Online Feedback Strengths: One-on-one Good Rapport, learning engagement in searching, synthesizing & communicating information (draw on various sources) Know one’s own cultures and development of world knowledge Weaknesses: Receive no replies English proficiency: difficulties to describe How effectively communicate this online? Development of the project?

Pedagogical Implications Selection of topics Study of relevant information from various sources Approaches for intercultural discussions: Creativity (photo), stories, interview

References: Chao, T. C. (2014). The development and application of an intercultural competence scale for university EFL learners. English Teaching & Learning, 79-124. Chen, I. C. (2015). Literature Circles in EFL Classroom. Paper presented at the 2014 Hwa Kang International Conference on English Language & Literature. Leu, D. J., Zawilinski, L., Castek, J., Banerjee, M., Housand, B. C., Leu, Y., & O’Neil, M. (2007). What is new about the new literacies of online reading comprehension. In L. S. Rush, J. A. Eakle, and A. Berger (Eds.), Secondary School Literacy: What Research Reveals for Classroom Practice. Urbana, IL: National Council of Teachers of English.