Abstract

Few studies on higher education focus on how English as a Foreign Language (EFL) college students may enhance their global literacy through cross-cultural communication. This mixed methods research reports on a blended learning program with cross-cultural communication to foster EFL college students’ global literacy. A sample of 97 EFL college students volunteered to participate in a large-sized onsite English course with one-on-one online discussions between college students and teachers from different countries. Scores of the pre- and post-tests on English listening and reading proficiency were collected and analyzed by Statistical Package for the Social Sciences (SPSS), while the students’ reflective journals and open-ended questionnaires were collected and analyzed by content analysis. The results revealed that the blended learning activities prompted the EFL college students to develop global literacy as they were engaged in cross-cultural communication by establishing online social connections with English teachers who were from different cultural backgrounds. These students might construct new knowledge in aspects of intellectual skills/knowledge, social/cultural competencies, and ethical disposition. Based on these, the students further provided both critical (reasoning and analysis) and creative feedback (giving suggestions) on global issues (global literacy). The pre- and post-test results verified their self-reported statements from the reflective journals that their English listening and reading proficiency improved. This blended learning program opens a door for EFL college students to the world where they may build, use, and share new knowledge with global literacy, leading to learners’ autonomy and English skills improvement.

摘要

很少有关于高等教育的研究关注英语作为外语 (EFL) 的大学生如何通过跨文化交流来提高他们的全球素养。这种混合方法研究报告了混合学习计划与跨文化交流，以培养 EFL 大学生的全球素养。97 名 EFL 大学生自愿参加大型现场英语课程，由来自不同国家的大学生和教师进行一对一的在线讨论。通过社会科学统计软件包（SPSS）收集和分析英语听力和阅读能力前后测试的分数，同时通过内容分析收集和分析学生的反思日志和开放式问卷。结果表明，混合式学习活动促使 EFL 大学生发展全球素养，因为他们通过与来自不同文化背景的英语教师建立在线社交联系来进行跨文化交流。这些学生可能会在智力技能/知识、社会/文化能力和道德倾向等方面构建新知识。在此基础上，学生们进一步针对全球性问题（全球素养）提供批判性（推理和分析）和创造性反馈（提出建议）。测试前和测试后的结果证实了他们在反思期刊中自我报告的陈述，即他们的英语听力和阅读能力有所提高。这种混合式学习计划为 EFL 大学生打开了一扇通向世界的大门，在那里他们可以建造，