NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1358084
Record Type: Journal
Publication Date: 2022
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2155-7098
EISSN: EISSN-2155-7101
Available Date: N/A
Project-Based Learning to Develop Intercultural Communicative Competence in Virtual Exchange Contexts
International Journal of Computer-Assisted Language Learning and Teaching, v12 n3 Article 59 2022
Higher education requires a different approach to teaching and learning since modern-day students no longer have the same learning needs as they had in the past. Project-based learning (PBL) is an active and dynamic approach to language teaching that makes it possible for the language students to gain transferable and applicable knowledge, skills, and insights, and it also contributes to support and enhance virtual exchanges(VE), especially when it comes to developing intercultural communicative competence and using digital technologies. This paper is aimed at showing the results of using PBL in VE contexts to develop intercultural communicative competence of Costa Rican and Japanese EFL students by implementing some ideas from the Council of Europe's Reference Framework of Competences for Democratic Culture (FRCDC). The results suggest that implementing PBL in VE contexts to develop intercultural communicative competence of Costa Rican and Japanese EFL students had an impact on the participants' skills, values, attitudes, and knowledge and critical understanding.
IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: https://www.igi-global.com/journals/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Costa Rica; Japan
Grant or Contract Numbers: N/A
Author Affiliations: N/A