本研究旨在探討跨文化視訊會議影響英語學習者的文化認知與英語學習動機。此視訊會議是由美國Regent大學和台灣淡江大學合作完成。本研究以淡江大學英語系新生為例，主要目的是觀察跨文化視訊會議如何影響英語學習者的文化認知以及英語學習動機，以課堂觀察、錄影、問卷調查和訪談的方式進行。
    本研究發現，在此視訊會議面對面的互動之後，使大部分參與本次視訊會議的英語學習者文化認知提高，對於英語的學習動機也提高，且是傾向於自發性的學習。根據本研究的結果，跨文化視訊會議提供英語學習者一個真實的，面對面的英語溝通和學習環境，並提高其文化認知與學習動機，因此，建議教學者亦可利用高科技的輔助，提供外語學習者一個真實的學習環境。

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

ACKNOWLEDGMENTS	i

CHINESE ABSTRACT	ii

ENGLISH ABSTRACT	iii

TABLE OF CONTENTS	iv

CHAPTER ONE：INTRODUCTION
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
Videoconferencing	16
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


CHAPTER THREE：METHODOLOGY
Rationale of the Research Method	39
Participants	40
Tamkang University	42
Regent University	41
Research Site	42
Materials and Instruments	44
Textbooks	44
Questionnaire	45
Interview	45
Procedures	47
Videoconferencing setup	47
Traditional classroom	48
Questionnaire survey	49
Interview	50
Data Collections	50
DVD recording of videoconferences	51
Classroom observation	51
Questionnaire	52
Interviews	52
Field-notes	52
Data Analysis	53
Sensitivity	53
Validity	54

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
Interviews	70
On culture Awareness	70
On motivation to learn English	73
Field-notes	77
Culture awareness	77
Motivation	78

CHAPTER FIVE：DISCUSSION, CONCLUSIONS, AND IMPLICATIONS
Discussion	81
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
Conclusions	92
Suggestions for Further Research	94
Limitations of this study	95
Pedagogical Implications	96

REFERENCES	98

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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