運用ABC's教學模式跨國遠距方案提升臺灣學生跨文化溝通能力

Employing the ABC's Online Transnational Long-Distance Program to Improve Taiwanese Students' Intercultural Communication Abilities

國際互動頻繁的21世紀，跨文化溝通能力儼然已成為公民必要素養，但在臺灣英文教學現場，學生實際跨文化互動機會不多，如何提升大學生跨文化溝通能力，是研究焦點。本研究描述一門以提升跨文化溝通能力為目標的英文課之學生學習歷程與效益，該課程連結20位臺灣與34位菲律賓學生成為網友，進行11週的線上跨國協作計畫，雙方學生透過非同步與同步社交平臺，進行課外線上互動的跨文化互動。教學設計參考ABC's教學模式（autobiography, biography, and cross-cultural comparison's model），透過準備、自己的故事、他人的故事、跨文化比較、反思等五步驟，協助臺灣學生審視個人文化信念，加強對東南亞國家文化的了解，並從文化異同中提升對文化認知與互動技巧，發展跨文化溝通知能。研究採質性行動研究法，教師從學生學習反饋同步修正教學內容。蒐集的資料包括學生反思日誌、教學觀察筆記及深度焦點團體訪談。研究顯示，臺灣學生跨國遠距線上協作歷程包含五個階段：期待與擔憂、初次接觸、學習調整自我、分析與反思，以及建立跨文化友誼。研究證實，此跨國遠距協作的英文實踐策略對提升臺灣學生的跨文化溝通能力有正面效益，包括知識、態度、詮釋與連結技巧、溝通與互動技巧、批判性文化意識等五大面向，是一種值得嘗試的英語教學策略；實踐過程中，可能因互動雙方的認知與付出、個人反思、同儕分享、教師引導等因素而影響學習者的跨文化學習。最後，研究者提出對網路跨文化協作計畫融入英語教學之建議。

Intercultural communication abilities have become a fundamental part of civic literacy in the 21st century, which is characterized by frequent international interactions. However, at English teaching sites in Taiwan, students are rarely provided with opportunities for intercultural interactions. Approaches to improving the intercultural communication abilities of Taiwanese university students were the focus of this study, which examined the learning processes and outcomes of students in an English course aimed at improving intercultural communication abilities. In the course, 20 Taiwanese students were connected with 34 Filipino students for an 11-week online transnational collaboration project. The students participated in extracurricular intercultural interactions by using asynchronous and synchronous social platforms. The ABC's teaching model, which stands for autobiography, biography, and cross-cultural comparison, was adopted. Through the use of five steps, namely preparation, sharing their own stories, sharing the stories of others, intercultural comparison, and reflection, the Taiwanese students examined their own cultural beliefs, strengthened their understanding of the cultures of Southeast Asian countries, improved their intercultural cognition and interaction skills, thereby developing intercultural communication knowledge and skills. The instructor synchronously revised the course contents according to the student feedback by using the qualitative action research method. The students' reflection journals, the instructor's observation notes, and an in-depth focus group interview served as the data sources. The results revealed that the Taiwanese students' process of transnational long-distance collaboration consisted of five stages: expectations and concerns, first contact, developing self-adjustment, analysis and reflection, and establishment of intercultural friendships. The data confirmed that the English practice strategy incorporating transnational long-distance collaboration effectively improved the Taiwanese students' intercultural communication abilities, which include knowledge, attitudes, interpretation and connection skills, communication and interaction skills, and critical cultural awareness. Therefore, this approach is a feasible English teaching strategy. Students' intercultural learning processes are affected by their perceptions and contribution to each other, personal reflection, sharing among peers, and instructor guidance. Suggestions are presented in this paper for incorporating online intercultural collaboration programs in English teaching.