ACQUIRING INTERCULTURAL COMMUNICATIVE COMPETENCE IN AN ASIAN NETWORKED LANGUAGE LEARNING CONTEXT

While cross-cultural distance learning via computer-mediated communication (CMC) is no longer novel, it is not as widespread as other e-learning methods in university settings due to barriers such as cost, management, and maintenance. This presentation introduces a best practice in the form of a program called the Korea University (South Korea)-Waseda University (Japan) Cross-cultural Distance Learning Project (KWCCDLP). This program has been running since 1999 and has expanded to include Tamkang University (Taiwan). KWCCDLP is part of a larger program initiated by Waseda University called the Digital Campus Consortium. The KWCCDLP was the first distance learning program for English learners at the tertiary education level launched in South Korea. The goal of the KWCCDLP is to foster learners’ intercultural communicative competence and social skills through authentic interaction with speakers from different language and cultural backgrounds using English as an international language in networked contexts. Technology via networks is used to provide a means for input and exposure to English to learners in English-mediated courses. The KWCCDLP consists of five undergraduate credit courses and two non-credit courses. The courses are composed of networked interaction in the form of synchronous CMC (video-chat, videoconferencing) and asynchronous CMC (online discussion board). The program has undergone several phases of revision and changes since its inception. The phases are introduced and reflected upon to show how this cross-cultural distance learning program has evolved and is continuing to evolve. In addition, the facilitative role of CMC in enhancing intercultural communicative competence is discussed from the results of in-house and cross-country surveys. Data from the surveys show that students in the program were generally satisfied with the courses which enabled them to engage in authentic communication through a global network. Students reported that they were able to enhance their speaking abilities and acquire facilitating and elaborating skills when dealing with potential miscommunication problems in online communication. Engaging in intercultural interactions, students were able to actively voice their opinions through synchronous and asynchronous means, which eventually enabled them to gain more confidence when communicating in English. Moreover, such interactions offered students opportunities to understand cultural similarities and differences, which led them to broaden their perspective while learning to design their talk to communicate effectively and appropriately with others. The study suggests that CMC can be a powerful pedagogical tool for promoting intercultural communicative competence and raising intercultural awareness and that a program like the KWCCDLP can be applied in other language learning contexts. The challenges and limitations of CMC and running the KWCCDLP will also be discussed in the presentation.