Intercultural Communicative Competence through Exchanging Correspondence on the Padlet by Elementary Students
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The present study aims to investigate how elementary students’ ICC is affected by exchanging correspondence based on Byram’s ICC model. Particularly, the study employed an online learning platform, Padlet, to see how students from different countries perceive intercultural interaction. To obtain a comprehensive understanding of the students’ intercultural perspectives, the study employed data triangulation, which ensures the validity of qualitative research. Sixteen U.S.A. elementary students and 84 Korean elementary students participated in the exchanging correspondence program from March to November in 2021. The major results from the data were drawn as follows. First, the result of the open-ended questionnaire and students’ reflective notes showed that their intercultural perspectives were affected by exchanging correspondence. This could indicate that technology-based interaction was effective to engage in contextualized intercultural learning. Most dimensions based on Byram’s ICC model, such as affective, cognitive, and skills, were positively affected by this program. Second, teachers’ reflective notes similarly exhibited positive views to promote students’ intercultural awareness. Based on these results, pedagogical implications were drawn.
Abstract
The present study aims to investigate how elementary students’ ICC is affected by exchanging correspondence based on Byram’s ICC model. Particularly, the study employed an online learning platform, Padlet, to see how students from different countries perceive intercultural interaction. To obtain a comprehensive understanding of the students’ intercultural perspectives, the study employed data triangulation, which ensures the validity of qualitative research. Sixteen U.S.A. elementary students and 84 Korean elementary students participated in the exchanging correspondence program from March to November in 2021. The major results from the data were drawn as follows. First, the result of the open-ended questionnaire and students’ reflective notes showed that their intercultural perspectives were affected by exchanging correspondence. This could indicate that technology-based interaction was effective to engage in contextualized intercultural learning. Most dimensions based on Byram’s ICC model, such as affective, cognitive, and skills, were positively affected by this program. Second, teachers’ reflective notes similarly exhibited positive views to promote students’ intercultural awareness. Based on these results, pedagogical implications were drawn.
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