Assessing EFL Learners’ Cultural Awareness in a Web-based Active Learning Context
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Authors
EdMedia + Innovate Learning, Jun 27, 2011 in Lisbon, Portugal ISBN 978-1-880094-89-1
Abstract
This proposal proposes an innovative EFL teaching instruction in which an advanced English Conversation class of 17 students was structured with a learner-centered orientation, and cutting-edge technology was used to allow Taiwanese EFL students to talk “live” with a native speaker of English in America via Internet videoconferencing. Given such a learning context, the purpose of this study includes the use of a holistic model to evaluate students’ learning outcomes quantitatively in terms of students’ cultural awareness as a result of this web-based English program.Multiple forms of quantitative evaluation were used to assess student progress during the class, including using portfolio assessment to measure cultural awareness of students.In this case, portfolios assessment, involving the students in the assessment process, was employed to measure the degree of cross-cultural awareness by locating evidence of critical thinking in student-generated texts. This study produces a set of guidelines, directions, and “best practices” for instructors in any language learning context.
Citation
Wu, W.c.V., Chao, Y.C.J. & Marek, M. (2011). Assessing EFL Learners’ Cultural Awareness in a Web-based Active Learning Context. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1254-1259). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE). Retrieved August 7, 2024 from https://www.learntechlib.org/p/38031.
© 2011 AACE