This study examines the effectiveness and relevance of some free telecollaboration 2.0 tools and the IT-HELPS activities to the participants’ enhancement of intercultural communicative competence (ICC) in reference to Byram’s (1997) ICC definition and its five principles. In-depth qualitative data were collected from six semistructured interviews with students and teachers of the eight-week online intercultural exchange between a Second Language Acquisition class at Eastern Michigan University in the United States and an English as a Second Language class at Tan Tao University in Vietnam. Despite the failed communication in some collaborative tasks due to some deficiencies in motivating, facilitating, and managing the exchange activities, the study results showed the informants’ positive changes of ICC and the Vietnamese students’ significant improvement of English language skills. New avenues and suggestions were also discussed for further research into the benefits of using free telecollaboration 2.0 tools and activities for intercultural learning via online exchanges.
","abstract_html":"<p>This study examines the effectiveness and relevance of some free telecollaboration 2.0 tools and the IT-HELPS activities to the participants’ enhancement of intercultural communicative competence (ICC) in reference to Byram’s (1997) ICC definition and its five principles. In-depth qualitative data were collected from six semistructured interviews with students and teachers of the eight-week online intercultural exchange between a Second Language Acquisition class at Eastern Michigan University in the United States and an English as a Second Language class at Tan Tao University in Vietnam. Despite the failed communication in some collaborative tasks due to some deficiencies in motivating, facilitating, and managing the exchange activities, the study results showed the informants’ positive changes of ICC and the Vietnamese students’ significant improvement of English language skills. New avenues and suggestions were also discussed for further research into the benefits of using free telecollaboration 2.0 tools and activities for intercultural learning via online exchanges.</p>","abstract_has_math":false,"creators":["Bui, Khoi Nguyen Thi"],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Open Access Thesis","degree_discipline":"World Languages","degree_department":null,"school":null,"contributors":["Elisabeth Morgan, Ph.D., Chair","Joe Bishop, Ph.D.","James Perren, Ed.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-08-28T07:00:00Z","date_published":"2012-08-28T07:00:00Z","updated_at":"2026-07-24T02:16:51Z","subjects":["technology tools","intercultural communication","TESOL","Vienamese students","Telecollaboration 2.0","Communication Technology and New Media","Gender, Race, Sexuality, and Ethnicity in Communication"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.emich.edu/theses/440","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Elisabeth Morgan, Ph.D., Chair","Joe Bishop, Ph.D.","James Perren, Ed.D."]},{"key":"dc:creator","label":"Author","values":["Bui, Khoi Nguyen Thi"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-04-23T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["World Languages"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["technology tools","intercultural communication","TESOL","Vienamese students","Telecollaboration 2.0","Communication Technology and New Media","Gender, Race, Sexuality, and Ethnicity in Communication"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.emich.edu/theses/440"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examines the effectiveness and relevance of some free telecollaboration 2.0 tools and the IT-HELPS activities to the participants’ enhancement of intercultural communicative competence (ICC) in reference to Byram’s (1997) ICC definition and its five principles. In-depth qualitative data were collected from six semistructured interviews with students and teachers of the eight-week online intercultural exchange between a Second Language Acquisition class at Eastern Michigan University in the United States and an English as a Second Language class at Tan Tao University in Vietnam. Despite the failed communication in some collaborative tasks due to some deficiencies in motivating, facilitating, and managing the exchange activities, the study results showed the informants’ positive changes of ICC and the Vietnamese students’ significant improvement of English language skills. New avenues and suggestions were also discussed for further research into the benefits of using free telecollaboration 2.0 tools and activities for intercultural learning via online exchanges.
"]},{"key":"dc:title","label":"Title","values":["Free telecollaboration 2.0 tools and activities for enhancing intercultural communicative competence"]}]}],"canonical_facts":{"dc:contributor":["Elisabeth Morgan, Ph.D., Chair","Joe Bishop, Ph.D.","James Perren, Ed.D."],"dc:creator":["Bui, Khoi Nguyen Thi"],"dc:date.available":["2013-04-23T07:00:00Z"],"dc:description.abstract":["This study examines the effectiveness and relevance of some free telecollaboration 2.0 tools and the IT-HELPS activities to the participants’ enhancement of intercultural communicative competence (ICC) in reference to Byram’s (1997) ICC definition and its five principles. In-depth qualitative data were collected from six semistructured interviews with students and teachers of the eight-week online intercultural exchange between a Second Language Acquisition class at Eastern Michigan University in the United States and an English as a Second Language class at Tan Tao University in Vietnam. Despite the failed communication in some collaborative tasks due to some deficiencies in motivating, facilitating, and managing the exchange activities, the study results showed the informants’ positive changes of ICC and the Vietnamese students’ significant improvement of English language skills. New avenues and suggestions were also discussed for further research into the benefits of using free telecollaboration 2.0 tools and activities for intercultural learning via online exchanges.
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