The Use of Moodle-based Self-reflective Tool to Develop Teaching Models and Tests of Intercultural Competence for EFL Classes
Abstract: This study is about a text analysis of students’ various intercultural experiences based on their spontaneous entries to the Council of Europe’s “Autobiography of Intercultural Encounters”, a self-reflective learning tool. This tool has been widely used in Europe to enhance intercultural competence, and it was mounted on the Moodle so that students could easily write about their actions, attitudes and feelings facing intercultural communication. The study was done as a part of a research grant*1 which aims to develop a framework, teaching models and assessment tools for intercultural competence and critical thinking as required for Japanese students to become able to solve problems in various intercultural situations. The data analysis showed specific problems the Japanese students have in different types of intercultural encounters, together with the general tendencies and characteristics. Based on the results, several teaching models with materials and tests have been developed after a series of validation of their effectiveness and reliability.
Presider: Brenda Vogds, Eastern Carver County School