Search Results (9)

The application of Artificial Intelligence (AI) to teacher training is a rather recent phenomenon and there is a need for more research on its use in teacher education. This paper examines the use and interpretation of AI by student language teachers during a 10-week telecollaborative course between students from two universities, one in the USA and the other in Spain (n = 46). The course focused on Technology-Enhanced Project-Based Language Learning (TePBLL) and was divided into different ‘technological blocks’. This article is centered around the AI technology block. The analysis is based on three exit tickets (reflection prompts) that demonstrate participants’ thoughts and changing perspectives towards AI. Through thematic analysis of the open-ended responses, this study shows that participants initially appeared skeptical before moving to tentative optimism after first studying theory and examples of the application of AI, followed by the creation of AI-based lessons and activities. The student teachers identify AI as a means to personalize and make language learning more efficient while expressing concerns related to its overuse, ethical issues and potential for undermining critical thinking and creativity. This small study looks at the evolution of the student teachers’ concepts about and perspectives towards AI-enhanced language teaching and learning before, during and after they engage in the technology block. The findings suggest that hands-on training that includes lesson design helps student teachers view AI as a complementary tool for many aspects of their teaching, although this can only be achieved through an adequate pedagogical application. Full article

The year is 2030. The internet has evolved into the metaverse. People navigate through advanced avatars, shop in digital marketplaces, and connect with others through extended reality social media platforms. Three-dimensional patient scans, multidisciplinary tele-collaborations, digital twins and metaverse health records are part of clinical practices. Younger generations regularly immerse themselves in virtual worlds, playing games and attending social events in the metaverse. This sounds like a sci-fi movie, but as the world embraces immersive technologies post-COVID-19, this future is not too far off. This article aims to provide a foundational background to immersive technologies and their applications and discuss their potential for transforming healthcare and education. Moreover, this article will introduce the metaverse ecosystem and characteristics, and its potential for health prevention, treatment, education, and research. Finally, this article will explore the synergy between generative artificial intelligence and the metaverse. As younger generations of healthcare professionals embrace this digital frontier, the metaverse’s potential in healthcare is definitely attractive. Mainstream adoption may take time, but it is imperative that healthcare professionals be equipped with interdisciplinary skills to navigate the plethora of immersive technologies in the future of healthcare. Full article

The formulation of the construct of communicative competence (CC) was the consequence of the perceived “inappropriateness” of the theory of linguistic competence and performance. To obtain a comprehensive understanding of second language (L2) CC, a systematic review of 85 studies was conducted to assess how empirical studies have defined and operationalized the construct in the context of L2 learning and assessment. Four main themes emerged from the papers: (1) beliefs and perceptions about CC, (2) expansion of CC, (3) mixed specifications of CC, and (4) tests and measures of CC and communicative language ability (CLA). The analysis of these themes foregrounded several significant findings. First, the construct of L2 CC was significantly more prevalent in the body of research compared to L2 CLA. Second, CC has been perceived as a multifarious construct that has been researched from varied perspectives. It was found that older studies were more consistent with traditional approaches to defining CC and CLA, while the construct shifted focus to technology and self-appraisals in more recent studies. Third, there is no consensus amongst the reviewed studies about tests and methods of operationalization of CC, suggesting that the evidence provided is sample-specific and non-replicable. Importantly, it was found that over the years, CC has undergone a gradual evolution. With the multimodal and intercultural turn, CC has branched into new concepts namely intercultural and multimodal communicative competencies. Pertaining to these concepts, new notions such as telecollaboration, digital literacies, and multiliteracies have emerged. CC has also been, for long, analogous to performance, proficiency, social rules of language use, rules of appropriateness, willingness to communicate, self-perceptions of CC, and the goal of being a native speaker, which can add to the confusion surrounding the construct. The implications of the present research synthesis are two-fold. It becomes imperative to adapt world language classrooms to the rising trend in intercultural and multimodal communicative competencies. In addition, further replicable investigations should focus on developing optimal methods of operationalization that are in line with the new contemporary theoretical frameworks of language in the age of digital technologies and artificial intelligence. Full article

Technology-supported cross-cultural learning (TSCCL) is essential for effective intercultural communication, fostering global understanding, and facilitating collaboration in an interconnected world. Although previous studies and review articles have explored this field, a comprehensive analysis of trends and key findings in these reviews is lacking. This study aims to fill this gap by conducting a thorough examination of existing review studies. We employed a narrative synthesis approach consisting of three phases: preparation, organization, and abstraction. We selected and systematically reviewed thirty-one review articles published in twenty-five journals between 2003 and 2023. Our findings highlight key aspects of the reviewed articles, such as keywords, databases, selection criteria, theoretical foundations, content analysis, research questions, findings, and limitations related to technology-supported cross-cultural learning. We found that the researchers used various strategies for literature searches, including single, double, or multiple keywords depending on the study’s focus. The most commonly used keywords were telecollaboration, intercultural, communication, competence, language learning, and technology, indicating their significance in current research and practice. The number of papers reviewed varied across studies, as did the timeframe coverage, ranging from a few years to several decades. Researchers employed different databases, with Web of Science, ERIC, Scopus, and Google Scholar being the most popular choices. Inclusion and exclusion criteria were established to ensure methodological rigor and relevance. Theoretical foundations, such as the telecollaboration model and intercultural communicative competence model, were frequently employed. Open coding was the dominant content analysis approach used. Research questions were present in some studies but not explicitly stated in others. These findings shed light on the strategies and considerations used by researchers in conducting review studies on technology-supported cross-cultural learning, providing guidance for future research. The study presents a reference table encompassing all previously published reviews, which can be valuable for future scholars. By gaining insights from past studies and identifying unexplored research avenues, researchers can benefit from this report. Additionally, the implications and suggestions derived from this review study are valuable for educators and researchers in the TSCCL field. This review addresses gaps in the existing literature and contributes to advancing knowledge in the field of TSCCL. Full article

Intercultural communication is often affected by conflicts, which are not easy to resolve, mainly due to the clash of conflict communication styles. Direct/indirect ways to approach conflicts, emotional display/control, the ability to empathize and consider perspectives of others, cultural conventions, previous experiences with conflict, cooperativeness, and many other factors determine our conflict communication styles. It is important to acknowledge, though, that these styles are learned and are not rigid. They can differ depending on the context and situation. This article reports the results of an intercultural telecollaboration project, drawing on four sources of quantitative and qualitative data, i.e., the results of assessments conducted with the Interpersonal Reactivity Index, the Toronto Empathy Questionnaire, and a Conflict Styles Assessment based on the Thomas–Kilmann Conflict Mode Instrument, as well as students’ critical self-reflective feedback. The data were collected at a Mid-Atlantic minority-serving university from undergraduate students, who were invited to explore their conflict communication styles through a series of activities and then reflect on their experiences and the insights gained during this intercultural telecollaboration experience. As a result of this pedagogical intervention, most of the participants not only became aware of their conflict communication styles but also developed their empathy and ability to intervene to defend others who are discriminated against or attacked verbally. Full article

In mixed-reality (MR) telecollaboration, the local environment is remotely presented to a remote user wearing a virtual reality (VR) head-mounted display (HMD) via a video capture device. However, remote users frequently face challenges in naturally and actively manipulating their viewpoints. In this paper, we propose a telepresence system with viewpoint control, which involves a robotic arm equipped with a stereo camera in the local environment. This system enables remote users to actively and flexibly observe the local environment by moving their heads to manipulate the robotic arm. Additionally, to solve the problem of the limited field of view of the stereo camera and limited movement range of the robotic arm, we propose a 3D reconstruction method combined with a stereo video field-of-view enhancement technique to guide remote users to move within the movement range of the robotic arm and provide them with a larger range of local environment perception. Finally, a mixed-reality telecollaboration prototype was built, and two user studies were conducted to evaluate the overall system. User study A evaluated the interaction efficiency, system usability, workload, copresence, and user satisfaction of our system from the remote user’s perspective, and the results showed that our system can effectively improve the interaction efficiency while achieving a better user experience than two traditional view-sharing techniques based on 360 video and based on the local user’s first-person view. User study B evaluated our MR telecollaboration system prototype from both the remote-user side and the local-user side as a whole, providing directions and suggestions for the subsequent design and improvement of our mixed-reality telecollaboration system. Full article

Adapting to working from home caused physical and psychological difficulties, leading to work–family imbalance and lower employee performance during the COVID-19 pandemic. This study intends to identify the relationship between variables affecting telecommuting experience and improve employees’ perceived organizational support by constructing a balanced model of telecommuting experience. An online questionnaire survey was conducted with 142 employees from different organizations telecommuting during the epidemic in Xi’an. The NASA-TLX scale was used to quantitatively evaluate the cognitive load of employees working from home, and the Analytic Hierarchy Process method was applied to map negative experience factors with cognitive load to obtain the weight value of each factor. Finally, a balanced model of telecommuting experience was constructed through a system map. The results show that mental demand was the key factor affecting employees’ telecommuting experience. A good telecollaboration system could effectively manage work tasks and reduce the psychological load of employees. Frustration and temporal demand also significantly affected employees’ telecommuting experience, mainly due to work–family conflict. Adopting flexible work hours and organizing online sharing activities could reshape employees’ social relationships with their families and colleagues, effectively improving the telecommuting experience. The empirical study validated the effectiveness of the telecommuting experience balance model. Full article

Many researchers have underlined the benefits of student mobility in strengthening their communication skills. Studying a foreign language and fostering knowledge about behavioural attitudes are the most common research cases. One of the major issues of mobility, by its very nature, is that it implies significant travel and accommodation costs. Virtual mobility, or Virtual Exchange (VE), can be introduced as a proactive alternative solution. This work presents an evaluation of a telecollaborative online course model organised as a VE between German and Moroccan universities. It was established to explore the benefits of integrating a VE experience by practicing some 21st-century knowledge elements as tools for the development of intercultural, language, and digital competencies from the perspective of mobility. In this paper, we present a VE model and its design, structure, and progress. Then, we evaluate this first experience to overcome some challenges that similar future experiences could face. We analyse the tools proposed in this design, the interactions between the different actors, and their feedback. The evaluative study shows the acquisition of awareness of cultural differences and the improvement of language skills through practice in addition to the development of some digital skills. Full article

Curriculum integration is one of the concepts which has been discussed for years. Telecollaborative projects, which employ elements of distance learning, provide opportunities for putting the idea into practice. Analysis of eTwinning projects undertaken in Polish schools aims at demonstrating the integrative role of distance learning approaches and their contribution to integration of various themes in educational context. As the eTwinning framework is very flexible, allowing for teacher and students autonomy the projects may vary in the topics, age and number of participants, duration scope within curriculum etc. The study shows various levels and perspectives of curriculum integration which take place in eTwinning projects. It also discusses the role of distance learning at primary and secondary educational levels. The challenge is to transform international collaboration of selected schools an everyday practice for all learners and teachers. Full article