GIẢNG VIÊN THẤY GÌ TỪ BÀI VIẾT CHIÊM NGHIỆM CỦA SINH VIÊN TRONG HỌC PHẦN LÍ THUYẾT GIAO TIẾP LIÊN VĂN HÓA?
Nội dung chính của bài viết
Tóm tắt
Các khóa học Giao tiếp liên văn hóa đã và đang được nghiên cứu rộng rãi, đặc biệt ở các môi trường giáo dục và đào tạo đa văn hóa. Tuy nhiên, những khóa học Giao tiếp liên văn hóa như một môn học lí thuyết bắt buộc ở các trường cao đẳng và đại học vẫn ít được nghiên cứu, đặc biệt ở những nơi mà giao tiếp liên văn hóa không phải là hoạt động thiết yếu thường nhật. Lấy cảm hứng từ những tác dụng đã được nghiên cứu của tư duy chiêm nghiệm, bài viết trình bày kết quả phân tích định tính và định lượng các bài viết chiêm nghiệm của sinh viên năm thứ 3 tại một trường đại học về học phần lí thuyết Giao tiếp liên văn hóa mà họ tham gia. Kết quả phân tích cho thấy những thông tin hữu ích về: (1) mối quan tâm và tư duy phê phán của sinh viên đối với một số vấn đề và lí thuyết trong giao tiếp liên văn hóa; (2) tính tự kỉ luật trong học tập của sinh viên trong một học phần lí thuyết; (3) cấp độ tư duy chiêm nghiệm và ý niệm của sinh viên về kiến thức được học và về việc học. Nghiên cứu này cũng nỗ lực tìm hiểu tính hiệu quả của hoạt động viết chiêm nghiệm trong học phần lí thuyết Giao tiếp liên văn hóa tại trường đại học này, từ đó đưa ra một số đề xuất đối với phương pháp chiêm nghiệm hiện đang được áp dụng tại cơ sở này.
Chi tiết bài viết
Từ khóa
tư duy chiêm nghiệm, bài viết chiêm nghiệm, học tập tự điều chỉnh, giao tiếp liên văn hóa, học phần lí thuyết
Tài liệu tham khảo
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Alexiou, A., & Paraskeva, F. (2010). Enhancing self-regulated learning skills through the implementation of an e-portfolio tool. Procedia - Social and Behavioral Sciences, 2(2), 3048-3054. https://doi.org/10.1016/j.sbspro.2010.03.463
Allan, E. G., & Driscoll, D. L. (2014). The three-fold benefit of reflective writing: Improving program assessment, student learning, and faculty professional development. Assessing Writing, 21, 37-55. https://doi.org/10.1016/j.asw.2014.03.001
Andrusyszyn, M., & Davie L. (1997), Facilitating reflection through interactive journal writing in an online graduate course: A qualitative study. Journal of Distance Education, 12(1/2), 103-126. http://cade.athabascau.ca/vol12.1/andrusyszyndavie.html
Bazgan, M., & Norel, M. (2013). Explicit and implicit assessment of intercultural competence. Procedia - Social and Behavioral Sciences, 76, 95-99. https://doi.org/10.1016/j.sbspro.2013.04.080
Burdina, S. (2013). Motivating students to study a theoretical course through reflective writing. Procedia - Social and Behavioral Sciences, 93, 2180-2185. https://doi.org/10.1016/j.sbspro.2013.10.184
Burner, T. (2014). The potential formative benefits of portfolio assessment in second and foreign language writing contexts: A review of the literature. Studies in Educational Evaluation, 43, 139-149. https://doi.org/10.1016/j.stueduc.2014.03.002
Cargas, S., Williams, S., & Rosenberg, M. (2017). An approach to teaching critical thinking across disciplines using performance tasks with a common rubric. Thinking Skills and Creativity, 26, 24-37. https://doi.org/10.1016/j.tsc.2017.05.005
Carter, A. G., Creedy, D. K., & Sidebotham, M. (2017). Critical thinking evaluation in reflective writing: Development and testing of Carter Assessment of Critical Thinking in Midwifery (Reflection). Midwifery, 54, 73-80. https://doi.org/10.1016/j.midw.2017.08.003
Dalib, S., Harun, M., & Yusoff, N. (2014). Reconceptualizing intercultural competence: A phenomenological investigation of students’ intercultural experiences. Procedia - Social and Behavioral Sciences, 155, 130-135. https://doi.org/10.1016/j.sbspro.2014.10.268
Dănescu, E. (2015). Intercultural education from the perspective of training didactic competences. Procedia - Social and Behavioral Sciences, 180, 537-542. https://doi.org/10.1016/j.sbspro.2015.02.156
Donohoe, A. (2015). Reflective writing: Articulating an alternative pedagogy. Procedia - Social and Behavioral Sciences, 186, 800-804. https://doi.org/10.1016/j.sbspro.2015.04.091
Gray, J. S., Connolly, J. P., & Brown, M. A. (2019). Measuring intercultural knowledge and competence in college essays: Does a performance-based rubric have construct validity? Studies in Educational Evaluation, 62, 142-148. https://doi.org/10.1016/j.stueduc.2019.05.007
Hargreaves, E. (2013). Inquiring into children's experiences of teacher feedback: Reconceptualising assessment for learning. Oxford Review of Education, 39(2),
229-246. http://dx.doi.org/10.1080/03054985.2013.787922
Henderson, K., Napan, K., & Monteiro, S. (2004). Encouraging reflective learning: An online challenge. In R. Atkinson, C. McBeath, D. Jonas-Dwyer & Philips (Eds.), Beyond the comfort zone: Proceedings of the 21st ASCILITE Conference (pp. 357-364). ASCILITE. http://www.ascilite.org.au/conferences/perth04/procs/henderson.html
Holmes, P., & O’Neill, G. (2012). Developing and evaluating intercultural competence: Ethnographies of intercultural encounters. International Journal of Intercultural Relations, 36(5), 707-718. https://doi.org/10.1016/j.ijintrel.2012.04.010
Ihtiyar, A., & Ahmad, F. S. (2014). Intercultural communication competence as a key activator of purchase intention. Procedia - Social and Behavioral Sciences, 150, 590-599. https://doi.org/10.1016/j.sbspro.2014.09.078
Jacobs, G., & Murray, M. (2010). Developing critical understanding by teaching action research to undergraduate psychology students. Educational
Action Research, 18(3), 319-335.
Knoch, U., & Sitajalabhorn, W. (2013). A closer look at integrated writing tasks: Towards a more focussed definition for assessment purposes. Assessing Writing, 18(4), 300-308. https://doi.org/10.1016/j.asw.2013.09.003
Koester, J., & Lustig, M. W. (2015). Intercultural communication competence: Theory, measurement, and application. International Journal of Intercultural Relations, 48, 20-21. https://doi.org/10.1016/j.ijintrel.2015.03.006
LaBoskey, V. (1993). A conceptual framework for reflection in preservice teacher education. In J. Calderhead & P. Gates (Eds.), Conceptualising reflection in teacher development. The Falmer Press.
Lieberman, D. A., & Gamst, G. (2015). Intercultural communication competence revisited: Linking the intercultural and multicultural fields. International Journal of Intercultural Relations, 48, 17-19. https://doi.org/10.1016/j.ijintrel.2015.03.007
Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult & Continuing Education, 74, 5-12.
Peng, R.-Z., & Wu, W.-P. (2016). Measuring intercultural contact and its effects on intercultural competence: A structural equation modeling approach. International Journal of Intercultural Relations, 53, 16-27. https://doi.org/10.1016/j.ijintrel.2016.05.003
Peng, R.-Z., & Wu, W.-P. (2019). Measuring communication patterns and intercultural transformation of international students in cross-cultural adaptation. International Journal of Intercultural Relations, 70, 78-88. https://doi.org/10.1016/j.ijintrel.2019.03.004
Romova, Z., & Andrew, M. (2011). Teaching and assessing academic writing via the portfolio: Benefits for learners of English as an additional language. Assessing Writing, 16(2), 111-122. https://doi.org/10.1016/j.asw.2011.02.005
Rushton, D., & Duggan, C. (2013). Impact of culture on reflective writing in masters level students. Procedia - Social and Behavioral Sciences, 93, 956-963. https://doi.org/10.1016/j.sbspro.2013.09.310
Şahin, G. G., & Óvez, F. T. D. (2012). An investigation of prospective teachers’ reflective thinking tendency. Procedia - Social and Behavioral Sciences, 55, 568-574. https://doi.org/10.1016/j.sbspro.2012.09.538
Tuncer, M., & Ozeren, E. (2012). Prospective teacher's evaluations in terms of using reflective thinking skills to solve problems. Procedia - Social and Behavioral Sciences, 51, 666-671. https://doi.org/10.1016/j.sbspro.2012.08.221
Valeev, A. A., & Kondrat’eva, I. G. (2015). Axiological approach to the development of students’ intercultural competences by foreign language means. Procedia - Social and Behavioral Sciences, 191, 361-365. https://doi.org/10.1016/j.sbspro.2015.04.377
Van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6, 205-228.
Vassilaki, E. (2017). Reflective writing, reflecting on identities: The construction of writer identity in student teachers’ reflections. Linguistics and Education, 42, 43-52. https://doi.org/10.1016/j.linged.2017.08.001
Yastibas, A. E., & Yastibas, G. C. (2015). The use of e-portfolio-based assessment to develop students’ self-regulated learning in English language teaching. Procedia - Social and Behavioral Sciences, 176, 3-13. https://doi.org/10.1016/j.sbspro.2015.01.437
YuekMing, H., & Manaf, L. A. (2014). Assessing learning outcomes through students’ reflective thinking. Procedia - Social and Behavioral Sciences, 152, 973-977. https://doi.org/10.1016/j.sbspro.2014.09.352
Zhang, X., & Zhou, M. (2019). Interventions to promote learners’ intercultural competence: A meta-analysis. International Journal of Intercultural Relations, 71, 31-47. https://doi.org/10.1016/j.ijintrel.2019.04.006
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). Academic Press.
Alexiou, A., & Paraskeva, F. (2010). Enhancing self-regulated learning skills through the implementation of an e-portfolio tool. Procedia - Social and Behavioral Sciences, 2(2), 3048-3054. https://doi.org/10.1016/j.sbspro.2010.03.463
Allan, E. G., & Driscoll, D. L. (2014). The three-fold benefit of reflective writing: Improving program assessment, student learning, and faculty professional development. Assessing Writing, 21, 37-55. https://doi.org/10.1016/j.asw.2014.03.001
Andrusyszyn, M., & Davie L. (1997), Facilitating reflection through interactive journal writing in an online graduate course: A qualitative study. Journal of Distance Education, 12(1/2), 103-126. http://cade.athabascau.ca/vol12.1/andrusyszyndavie.html
Bazgan, M., & Norel, M. (2013). Explicit and implicit assessment of intercultural competence. Procedia - Social and Behavioral Sciences, 76, 95-99. https://doi.org/10.1016/j.sbspro.2013.04.080
Burdina, S. (2013). Motivating students to study a theoretical course through reflective writing. Procedia - Social and Behavioral Sciences, 93, 2180-2185. https://doi.org/10.1016/j.sbspro.2013.10.184
Burner, T. (2014). The potential formative benefits of portfolio assessment in second and foreign language writing contexts: A review of the literature. Studies in Educational Evaluation, 43, 139-149. https://doi.org/10.1016/j.stueduc.2014.03.002
Cargas, S., Williams, S., & Rosenberg, M. (2017). An approach to teaching critical thinking across disciplines using performance tasks with a common rubric. Thinking Skills and Creativity, 26, 24-37. https://doi.org/10.1016/j.tsc.2017.05.005
Carter, A. G., Creedy, D. K., & Sidebotham, M. (2017). Critical thinking evaluation in reflective writing: Development and testing of Carter Assessment of Critical Thinking in Midwifery (Reflection). Midwifery, 54, 73-80. https://doi.org/10.1016/j.midw.2017.08.003
Dalib, S., Harun, M., & Yusoff, N. (2014). Reconceptualizing intercultural competence: A phenomenological investigation of students’ intercultural experiences. Procedia - Social and Behavioral Sciences, 155, 130-135. https://doi.org/10.1016/j.sbspro.2014.10.268
Dănescu, E. (2015). Intercultural education from the perspective of training didactic competences. Procedia - Social and Behavioral Sciences, 180, 537-542. https://doi.org/10.1016/j.sbspro.2015.02.156
Donohoe, A. (2015). Reflective writing: Articulating an alternative pedagogy. Procedia - Social and Behavioral Sciences, 186, 800-804. https://doi.org/10.1016/j.sbspro.2015.04.091
Gray, J. S., Connolly, J. P., & Brown, M. A. (2019). Measuring intercultural knowledge and competence in college essays: Does a performance-based rubric have construct validity? Studies in Educational Evaluation, 62, 142-148. https://doi.org/10.1016/j.stueduc.2019.05.007
Hargreaves, E. (2013). Inquiring into children's experiences of teacher feedback: Reconceptualising assessment for learning. Oxford Review of Education, 39(2),
229-246. http://dx.doi.org/10.1080/03054985.2013.787922
Henderson, K., Napan, K., & Monteiro, S. (2004). Encouraging reflective learning: An online challenge. In R. Atkinson, C. McBeath, D. Jonas-Dwyer & Philips (Eds.), Beyond the comfort zone: Proceedings of the 21st ASCILITE Conference (pp. 357-364). ASCILITE. http://www.ascilite.org.au/conferences/perth04/procs/henderson.html
Holmes, P., & O’Neill, G. (2012). Developing and evaluating intercultural competence: Ethnographies of intercultural encounters. International Journal of Intercultural Relations, 36(5), 707-718. https://doi.org/10.1016/j.ijintrel.2012.04.010
Ihtiyar, A., & Ahmad, F. S. (2014). Intercultural communication competence as a key activator of purchase intention. Procedia - Social and Behavioral Sciences, 150, 590-599. https://doi.org/10.1016/j.sbspro.2014.09.078
Jacobs, G., & Murray, M. (2010). Developing critical understanding by teaching action research to undergraduate psychology students. Educational
Action Research, 18(3), 319-335.
Knoch, U., & Sitajalabhorn, W. (2013). A closer look at integrated writing tasks: Towards a more focussed definition for assessment purposes. Assessing Writing, 18(4), 300-308. https://doi.org/10.1016/j.asw.2013.09.003
Koester, J., & Lustig, M. W. (2015). Intercultural communication competence: Theory, measurement, and application. International Journal of Intercultural Relations, 48, 20-21. https://doi.org/10.1016/j.ijintrel.2015.03.006
LaBoskey, V. (1993). A conceptual framework for reflection in preservice teacher education. In J. Calderhead & P. Gates (Eds.), Conceptualising reflection in teacher development. The Falmer Press.
Lieberman, D. A., & Gamst, G. (2015). Intercultural communication competence revisited: Linking the intercultural and multicultural fields. International Journal of Intercultural Relations, 48, 17-19. https://doi.org/10.1016/j.ijintrel.2015.03.007
Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult & Continuing Education, 74, 5-12.
Peng, R.-Z., & Wu, W.-P. (2016). Measuring intercultural contact and its effects on intercultural competence: A structural equation modeling approach. International Journal of Intercultural Relations, 53, 16-27. https://doi.org/10.1016/j.ijintrel.2016.05.003
Peng, R.-Z., & Wu, W.-P. (2019). Measuring communication patterns and intercultural transformation of international students in cross-cultural adaptation. International Journal of Intercultural Relations, 70, 78-88. https://doi.org/10.1016/j.ijintrel.2019.03.004
Romova, Z., & Andrew, M. (2011). Teaching and assessing academic writing via the portfolio: Benefits for learners of English as an additional language. Assessing Writing, 16(2), 111-122. https://doi.org/10.1016/j.asw.2011.02.005
Rushton, D., & Duggan, C. (2013). Impact of culture on reflective writing in masters level students. Procedia - Social and Behavioral Sciences, 93, 956-963. https://doi.org/10.1016/j.sbspro.2013.09.310
Şahin, G. G., & Óvez, F. T. D. (2012). An investigation of prospective teachers’ reflective thinking tendency. Procedia - Social and Behavioral Sciences, 55, 568-574. https://doi.org/10.1016/j.sbspro.2012.09.538
Tuncer, M., & Ozeren, E. (2012). Prospective teacher's evaluations in terms of using reflective thinking skills to solve problems. Procedia - Social and Behavioral Sciences, 51, 666-671. https://doi.org/10.1016/j.sbspro.2012.08.221
Valeev, A. A., & Kondrat’eva, I. G. (2015). Axiological approach to the development of students’ intercultural competences by foreign language means. Procedia - Social and Behavioral Sciences, 191, 361-365. https://doi.org/10.1016/j.sbspro.2015.04.377
Van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6, 205-228.
Vassilaki, E. (2017). Reflective writing, reflecting on identities: The construction of writer identity in student teachers’ reflections. Linguistics and Education, 42, 43-52. https://doi.org/10.1016/j.linged.2017.08.001
Yastibas, A. E., & Yastibas, G. C. (2015). The use of e-portfolio-based assessment to develop students’ self-regulated learning in English language teaching. Procedia - Social and Behavioral Sciences, 176, 3-13. https://doi.org/10.1016/j.sbspro.2015.01.437
YuekMing, H., & Manaf, L. A. (2014). Assessing learning outcomes through students’ reflective thinking. Procedia - Social and Behavioral Sciences, 152, 973-977. https://doi.org/10.1016/j.sbspro.2014.09.352
Zhang, X., & Zhou, M. (2019). Interventions to promote learners’ intercultural competence: A meta-analysis. International Journal of Intercultural Relations, 71, 31-47. https://doi.org/10.1016/j.ijintrel.2019.04.006
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). Academic Press.