In the context of learning a second language, the passing on of cultural information as a means to further the development of intercultural competences is primarily viewed as being unidirectional—the “native‐speaking culture” passing on information to the language learning student. However, in EFL (English as a foreign language) environments, the most relatable cultural norms available to the learners tend to be those associated with their homeland—the place they presently reside. As such, teaching language learning students using a unidirectional cultural frame ignores the wealth of cultural knowledge that such language learners possess. Offering cultural exchanges between groups of different language learners is one way to facilitate cultural learning in a bidirectional manner. In this study, 11 university students, six Japanese and five Taiwanese, took part in a cultural exchange project using the videoconferencing application Zoom. Findings from the data suggest that such telecollaborative video activities are mutually beneficial for exchanging local cultural information. We conclude that such exchanges develop intercultural competences via increased verbosity, the application of polite language, and of the utmost importance, by building interpersonal relationships. For language teachers who ascribe to a belief in the value of intercultural exchanges, applications like Zoom open up avenues for student interactions that are real, meaningful, and culturally rich.

中文翻译：

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跨文化交流：语言学习伙伴之间的远程协作视频交流能否进一步促进跨文化能力的发展？

在学习第二语言的过程中，将文化信息的传递作为进一步发展跨文化能力的一种手段，主要被认为是单向的，即向语言学习学生传递信息的“母语文化”。但是，在EFL（英语作为外语）环境中，学习者可获得的最相关的文化规范往往是与其家乡（即他们现在居住的地方）相关的文化规范。因此，使用单向文化框架教语言学习学生会忽略此类语言学习者所拥有的丰富文化知识。在不同语言学习者群体之间进行文化交流是一种以双向方式促进文化学习的方式。在这项研究中，有11名大学生，缩放。从数据中发现，这种远程协作视频活动对于交换当地文化信息是互惠互利的。我们得出的结论是，这种交流通过增加冗长程度，礼貌用语的运用来发展跨文化能力，并且通过建立人际关系至关重要。对于归因于跨文化交流价值的信念的语言教师，诸如Zoom之类的应用程序为真实，有意义和文化丰富的学生互动打开了途径。