Effects of Online Culturally Responsive Pedagogy: Collaborative Learning Between College Tutors and Indigenous High School Students

Abstract

This paper highlights the effects of implementing an innovative online pedagogy that accounts for indigenous students’ cultural resources on the English-learning process. Based on Vygotsky’s learning theories, this 1-year study combined online learning and culturally responsive teaching strategies in an attempt to motivate indigenous English language students. The study participants were 26 students from a class in an indigenous senior high school in Taiwan and 6 e-tutors who were English majors from a technological university in Southern Taiwan. A 1-hour online tutorial was conducted weekly for a total of 36 hours over two semesters. In the first semester, the study involved asynchronous interaction; synchronous tutorials were conducted in the second semester to culturally respond to the indigenous learning style of verbal representation. Qualitative methods included observing, documenting, maintaining reflection logs, fieldwork, and interviewing. The findings were twofold: the online synchronic tutorial successfully motivated the students, and the college e-tutors reported that English language practice and meaningful social interactions with cross-age peers improved their personal English learning motivation and cross-cultural competence. These findings may shed light on the theory and practice of combining online collaborative learning and culturally responsive teaching pedagogy. This insight may guide educators and policy makers aiming to enhance indigenous students’ motivation to learn.