Scholarly record

INTERCULTURAL COMPETENCE ASSESSMENT IN E-LEARNING LANGUAGE COURSE

Liliya V. Kovtun, E. Solovova, E. S. Chilikina, O. Vygovskaya-Kazarina

Abstract

Intercultural competence is undoubtedly one of the most talked about elements of language teaching process, but the assessment of it isnВ’t without a problem. The range of tools and mechanisms of intercultural competence evaluation is wide, but the interactional and procedural character of this phenomenon makes it difficult to use them in real communication. Distance learning where virtual instruction replaces the face-to-face communication with a teacher creates a new educational arena. New educational scene requires new methods of evaluating intercultural communication. The paper aims at (1) review of some intercultural competence assessment methods; (2) discussion of intercultural virtual test perspectives, (3) examination of pilot project results. A pilot project lasted for half a year and was conducted as a part of experimental Russian language distance learning course. The primary aim of the course was learning language and culture in cluster. The participants in the focus group were international students of Russian language of diverse origins (Ecuador, Afganistan, Bulgaria, China, etc.). In the initial stage the participantsВ’ intercultural competence was tested using several assessment tools. The research participants were asked to take part in an online Russian language course with elements of intercultural communication study. Intercultural elements (background information about the culture, video clips illustrating nonverbal language and communicative strategies, etc.) were then incorporated into the e-learning Russian language course. The study was followed by a survey questionnaire and personal interviews with the students. The aim of the assessment was to test all elements of intercultural competence: knowledge, attitudes, skills and cultural awareness of the students. Qualitative analysis was used to examine the data collected from the participants (surveys and interviews). The course was delivered through the Moodle VLE (Virtual learning environment). There were limitations of the project connected with the materials used for language and culture learning. The uniform e-learning course was used for the students of all origins, though their learning styles varied. Further research should focus on adapting and creating e-learning material to suit particular cultural groups.

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DOI resolver: doi.org/10.5593/sgemsocial2018/3.5/S13.058

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