Learning to become users of English as a Lingua Franca (ELF): How ELF online communication affects Taiwanese learners' beliefs of English
By I. Ke, Hilda Cahyani. 2014
90 citations recorded by the source corpus.
Abstract In most online intercultural exchange activities involving English learning, students and classes in English-speaking countries serve as partners to English learners in expanding-circle countries. Most studies on such exchanges focus on participants' learning in language and/or culture. This study investigates something different: How do NNS-NNS/ELF (English as a lingua franca) online communication activities affect learners' belief of English, including their ideas of and attitude toward English native speakers, the cultures behind English language, and their identity and relationship with English. 58 Taiwanese students and 48 Indonesian students participated in the two-semester project using English as a lingua franca. Data includes questionnaires conducted before and after the experiences, students' correspondence records, messages they left in the online exchange forums, students' reflections after each semester, and students' retrospective interviews after the experience. Results indicate that although most students' beliefs about English remain consistent with the traditional NS-based ELT paradigm, students cared less about grammar after using English as a lingua franca in their written communication. Students gained confidence and started to perceive English as a language they may be able to use. Pedagogical implications and suggestions are also discussed.
Subfields: Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/5ac57aefaea1bf32fda06deb2d289e4d837c16d9
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In Language and Linguistics
In Literature and Literary Theory
Citations in the corpus
- Affective factors, virtual intercultural experiences, and L2 willingness to communicate in in-class, out-of-class, and digital settings (2019, background): “…made to integrate digital technology such as email, synchronous CMC software and social media into in-class and extracurricular L2 activities, thereby allowing EFL students to engage in authentic intercultural communication with diverse English users (e.g. Jung et al., 2017; Ke & Cahyani, 2014).”