|| Intercultural videoconferencing as a way of exploring cultural awareness and motivation to learn a foreign language
||Department of English
Motivation to Learn English
|| This study aims to investigate how intercultural videoconferencing may affect EFL learner’s culture awareness and their motivation to learn English. The videoconferencing project was conducted by Regent University, U.S.A. and Tamkang University, Taiwan, in 2004. Participants of this study were 24 freshmen, majoring in English, from Tamkang University. Data of this study were collected from DVD recordings of the videoconferences, classroom observation, questionnaire, interviews, and field-notes. The results revealed that the experiences of intercultural videoconferencing heightened EFL learners’ cultural awareness and motivated them to learn English integratively. Based on the findings of this study, it was suggested that because videoconferencing provides EFL learners an authentic face-to-face English speaking environment, learners can be easily aware of the culture differences and can integrative-orientedly motivate themselves to learn English as a foreign language.
||TABLE OF CONTENTS
CHINESE ABSTRACT ii
ENGLISH ABSTRACT iii
TABLE OF CONTENTS iv
Research Background 1
Statement of the Problem 5
Research Questions 8
Assumptions of the Study 10
Definition of Terms 11
CHAPTER TWO：REVIEW OF THE LITERATURE
A historical overview of computer-assisted language learning (CALL) 17
Videoconferencing in the field of education 19
Culture Awareness in Second- and Foreign-Language Learning 24
The need of culture learning and cultural awareness 25
Culture shock 26
Increasing culture awareness 28
Perspectives on Motivation 30
Gardner’s motivation theory 30
Deci and Ryan’s self-determination theory 32
Schumann’s Acculturation theory 35
Rationale of the Research Method 39
Tamkang University 42
Regent University 41
Research Site 42
Materials and Instruments 44
Videoconferencing setup 47
Traditional classroom 48
Questionnaire survey 49
Data Collections 50
DVD recording of videoconferences 51
Classroom observation 51
Data Analysis 53
CHAPTER FOUR： FINDINGS
Classroom observations 57
On friends and family (the 1st videoconferencing) 57
On education (the 2nd videoconferencing) 59
On food (the 3rd videoconferencing) 60
On holidays (the 4th videoconferencing) 61
On unforgettable experiences (the 5th videoconferencing) 62
On working experiences (the 6th & 7th videoconferencing) 64
On movies (the 8th videoconferencing) 64
On music (the last videoconferencing) 65
Observations in the traditional classroom 66
Questionnaire Surveys 67
Results of integrative orientation 67
Results of instrumental orientation 68
Results of general motivational factors 69
On culture Awareness 70
On motivation to learn English 73
Culture awareness 77
CHAPTER FIVE：DISCUSSION, CONCLUSIONS, AND IMPLICATIONS
Cultural awareness 81
Culture sensitivity 84
Motivation to learn English 86
Students’ perception of learning English 86
Students’ motivation to learn English 87
Students’ motivation shift 90
Suggestions for Further Research 94
Limitations of this study 95
Pedagogical Implications 96
APPENDIX A Chinese Version of Students’ Motivation to English Learning……107
APPENDIX B English Version of Students’ Motivation to learn English 109
APPENDIX C Interview Questions 112
APPENDIX D Results of Questionnaire Surveys 113
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