Abstract
Many researchers have focused on online collaborative learning, cross-cultural communication, project-based learning, digital literacy, and digital storytelling but there is no pedagogical framework that incorporates these elements for English as Foreign Language (EFL) teaching. This study based on the qualitative design established a pedagogical framework from three different types of cross-cultural collaborative projects with the collected data including students’ artifacts and project structures. We have found that the pedagogical framework proposed here serves as a guide to facilitate different types of cross-cultural projects in their classrooms. The multiple cases of cross-cultural online collaborative projects in an EFL class were taught according to the theories of project-based learning and content language integrated learning alike, proved to follow this pedagogical framework. Implementation is also described to give more details on how the projects were conducted. In the end, opportunities and challenges are provided for future implementation of online collaborative EFL projects.
Highlights
Poor motivations due to lack of interest and superficial learning among students, are two problems that educators face today
Many researchers have focused on online collaborative learning, crosscultural communication, project-based learning, digital literacy, and digital storytelling but there is no pedagogical framework that incorporates these elements for English as Foreign Language (EFL) teaching
We proposed a pedagogical framework developed for cross-cultural collaborative projects in EFL classes, and show how the framework guided the instructional design of each case
Summary
Poor motivations due to lack of interest and superficial learning among students, are two problems that educators face today. Feeling of lack of interest in school, is recognized by parents and teachers as being common among students it is usually assumed that good students usually have high learning motivation so do not have the problem of feeling bored, especially those who worked harder and studied better [1]-[5]. By about 1990, it became clear to education researchers that boredom is associated with the wrong structure of schooling there is a need to rebuild the pedagogical framework to make students more motivated and engaged in learning in class. Around 1990, from the assessments done on college students, it has shown that what they learned in high school was very shallow. Even the best students from top colleges, still did not deeply and conceptually understand the subject matter – no matter it is science, literature, or mathematics [8]
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