Learning Culture and Language through ICTs: Methods for Enhanced Instruction

Learning Culture and Language through ICTs: Methods for Enhanced Instruction

Maiga Chang (Athabasca University, Canada) and Chen-Wo Kuo (National Palace Museum, Taiwan)
Release Date: May, 2009|Copyright: © 2009 |Pages: 390
ISBN13: 9781605661667|ISBN10: 160566166X|EISBN13: 9781605661674|DOI: 10.4018/978-1-60566-166-7


In general, teaching languages can prove difficult to most without suitable teaching materials and instructors. Fortunately, e-learning courses make student learning of both language and culture easier through information communication technologies.

Learning Culture and Language through ICTs: Methods for Enhanced Instruction offers students, instructors, and researchers an authoritative reference to the current progress of language and cultural e-learning. A high quality collection for libraries and academicians, this book covers pertinent topics such as second language learning and computer learning principles.

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Chinese calligraphy
  • Chinese culture
  • Chinese language
  • Cultural e-learning
  • E-Learning
  • E-learning courses
  • E-Learning Resources
  • Game-Based Learning
  • Information Communication Technologies
  • International Collaboration

Reviews and Testimonials

This book offers both students and teachers good language and culture e-learning research resources, furthermore, this book is a forum to give potential teachers and researchers opportunities to suggest and participate in developing upcoming language and culture related e-learning courses.

– Maiga Chang, Athabasca University, Canada

This work offers educators a comprehensive insight into learning culture and language through e-learning. While there are a plethora of works dealing with language and culture, quality works dealing with language and culture in the e-learning classroom are few and far between. We now have this title to fill that gap in both research and practical methods for the e-learning classroom.

– Neil Heffernan, Ehime University, English Education Center, Japan

Learning Culture and Language through ICTs provides an exhaustive source of the diverse approaches involved in culture and language learning through ICTs. This reference volume is a must-have resource for academicians, practitioners, and policymakers alike.

– Bolanle Olaniran, Texas Tech University, USA

Not only does this edited collection explore possibilities into culture, language and ICTs, but it also highlights how the three of them may be blended into practice.

– Vander Viana, Queen's University Belfast

Maiga Chang and Chen-Wo Kuo both have participated in the e-learning National Science and Technology Program in Taiwan. They are knowledgeable researchers and experienced practitioners in the e-learning field. Both they and IGI Global recognize the emergence of a number of innovative instruc­tional methods used in studying cultures and learning languages. This interesting and enlightening book surveys and reviews those methods by experts in the field. I am certain that it will be of value to both teachers and students in teaching and learning languages and cultures.

– Chao-Han Liar, Vice President, Academia Sinica

Table of Contents and List of Contributors

Search this Book:
Editorial Advisory Board
Table of Contents
Chao-Han Liu
Chapter 1
Lorna Uden, Nian-Shing Chen, Chun-Wang Wei, Jui-Chu Fan
The implementation of Online Synchronous Learning (OSL) poses many challenges to existing instruction technology theory because of the complexity of... Sample PDF
Online Synchronous English Learning from Activity Theory Perspectives
Chapter 2
Eva Lindgren, Kirk P.H. Sullivan, Mats Deutschmann, Anders Steinvall
In a case study a University class undertook a translation from Swedish to English in a keystroke logging environment and then replayed their... Sample PDF
Supporting Learner Reflection in the Language Translation Class
Chapter 3
Katsunori Kotani, Takehiko Yoshimi, Takeshi Kutsumi, Ichiko Sata, Hitoshi Isahara
In this chapter, the authors examined reading evaluation methods for foreign language learners based on learners’ reading processes. The goal of... Sample PDF
A Reading Evaluation Method for English as a Foreign Language Learners Based on Reading Performances
Chapter 4
Robert Ariew, Jeremy Palmer
Enrollments in Arabic language programs are rapidly growing throughout the United States. Until recently, Arabic has received minimal attention in... Sample PDF
Developing Hypertext Reading Materials for the Teaching of Arabic
Chapter 5
Bolanle A. Olaniran
This chapter explores computer-mediated communication (CMC) and information communication technology (ICT) use in language learning. More... Sample PDF
Culture and Language Learning in Computer-Enhanced or Assisted Language Learning
Chapter 6
Indi Marie Williams, Heather N. Warren, Bolanle A. Olaniran
Within a globalized society, foreign language acquisition is essential to promote intercultural global communication. For many, the use of... Sample PDF
Achieving Cultural Acquiescence Through Foreign Language E-Learning
Chapter 7
Eleonora Pantano, Assunta Tavernise
This chapter aims at illustrating how Information and Communication Technologies (ICT) could be used to exploit and disseminate Cultural Heritage... Sample PDF
Learning Cultural Heritage Through Information and Communication Technologies: A Case Study
Chapter 8
Wei-Peng Lien, Rita Kuo, Maiga Chang
This project aimed to construct a Blended Learning model with a lecture-review Web site, which would support students’ self-learning at home or in... Sample PDF
Using Blended Learning to Teach Foreign Brides Chinese
Chapter 9
Terence Murphy
One central task faced by those interested in the corpus analysis of second language writing is how to measure ESL textual sophistication. While... Sample PDF
Exploring the Concept of Emergent Coherence in a Corpus of Korean EFL Texts
Chapter 10
Giuseppe Conti, Raffaele De Amicis, Gabrio Girardi, Michele Andreolli, Stefano Piffer
In the past years the adoption of computer graphics to improve learning experience has seen a rising success. The wide availability of dedicated... Sample PDF
The Role of Interactive Computer Graphics to Augment the Learning Experience of Cultural Heritage Within Museums and Expositions
Chapter 11
Yue Ming, Zhenjiang Miao
This chapter was inspired by the work of the designers of a Mandarin language e-learning as they attempted to find the best solution to deal with... Sample PDF
A Mandarin E-Learning System in Pervasive Environment
Chapter 12
Jiyou Jia
Computer Simulation in Educational Communication (CSIEC), is not only an intelligent Web-based human-computer dialogue system with natural language... Sample PDF
An Intelligent Web-Based Human-Computer Interaction System with Natural Language CSIEC and its Integration into English Instruction
Chapter 13
Hamdi Erkunt
Can a traditional college course be enhanced with online collaborative learning, with similar attributes to knowledge work in the modern world? Can... Sample PDF
Developing Electronic Portfolios in a Computer Supported Collaborative Learning Environment
Chapter 14
Min Kang
The goal of this chapter is to explain several experiments carried out by our research group to explore whether synthetic speech can be currently... Sample PDF
Synthetic Speech in Computer-Enhanced Foreign Language Learning
Chapter 15
Niki Lambropoulos, Martha Christopoulou, Kosmas Vlachos
This chapter presents culture-based language-learning objects (CLLOs) in computer-assisted language learning (CALL), supported by user-centered... Sample PDF
Culture-Based Language Learning Objects: A CALL Approach for a Ubiquitous World
Chapter 16
Nektaria Palaiologou
Nowadays, it is a common ascertainment that information and communication technologies (ICTs) and networked learning are not easy to access for many... Sample PDF
Intercultural Dimensions in the Information Society: Reflections on Designing and Developing Culturally Oriented Learning
Chapter 17
Karen L. Murphy, Yakut Gazi, Lauren Cifuentes
This chapter addresses the question, “How can we overcome potential cultural discontinuities in online collaborative project-based learning... Sample PDF
Intercultural Collaborative Project-Based Learning in Online Environments
Chapter 18
Diane Boehm, Lilianna Aniola-Jedrzejek
This chapter presents seven principles of good practice for conducting virtual international collaborations with students. The authors have... Sample PDF
Seven Principles of Good Practice for Virtual International Collaboration
Chapter 19
Rita Zaltsman
The present chapter assesses the key questions of communication barriers in distance learning virtual communities. To examine their cultural... Sample PDF
Communication Barriers and Conflicts in Cross-Cultural E-Learning
About the Contributors


The Foreign Service Institute categorized languages into different levels according to how much time a learner needed to take to get proficiency. For example, they said an ordinary person who will need 1,320 hours to get proficiency in Chinese; and, 480 hours to reach the same level in French, Spanish, and Italian.

Many researchers are doing researches on how to use ICT to help teachers teaching languages better and to help students learning language efficiently. The National Security Education Program (NSEP), at the U.S. Department of Defense, proposed $24 million to create incentives to teach and study critical need languages in K-12; and, also proposed $1 million to do nationwide Department of Education E-Learning Language Clearinghouse in order to deliver foreign language education resources to teachers and students across the country.

Moreover, The College Board's report showed that there were more than 2,400 schools had shown their interests in participating the Advanced Placement (AP) Program in Chinese. Consequently, The College Board offered Chinese AP courses to high school students in 2006, Chinese Language and Culture. Currently, the College Board offers AP program for seven different languages include Chinese, English, French, German, Iitalian, Japanese, and Spanish (http://apcentral.collegeboard.com/apc/public/courses/descriptions/index.html).

In general speaking, it is quite difficult to teach a language if there is no good enough or suitable teaching materials and teachers. Fortunately, e-learning courses make students learning both languages and cultures easily via Information and Communication Technologies (ICT). This book can offer both students and teachers good language and culture e-learning research resources, furthermore, this book can be a forum to give potential teachers and researchers opportunities to suggest and participate in developing upcoming language and culture related e-learning courses.


The objectives of this book are trying to collect high quality Language and Culture e-learning researches and courses and to be a reliable teaching resource to teachers. Part I mainly focuses on the researches of learning languages with ICTs and part II focuses on finding the relations between language and culture learning. Moreover, the part III in this book reveals the technologies which enhance Language and Culture teaching and learning. There are some selected readings in Part IV, including culture-based language learning objects for Computer Assisted Language Learning (CALL), intercultural reflections on designing/developing culturally oriented learning and collaborative project-based learning, principles of good practice for virtual international collaboration, and communication barriers and conflicts in cross-cultural e-learning.


  • Students who want to learn either second language or culture.
  • Teachers who teach language and culture and want to know reliable and high quality e-learning research results and resources.
  • Researchers who are doing language and culture related e-learning researches can have the idea of the latest research results and see if there is any opportunity for collaboration.


  • Researchers can have a reliable resource about the latest research progress of language and culture e-learning researches.
  • Teachers can take this book as resource references when they are teaching language and culture.
  • Researchers and teachers can make suggestions and comments to the authors in developing next generation language and culture learning technologies.

    Author(s)/Editor(s) Biography

    Dr. Maiga Chang is Associate Professor in the School of Computing Information and Systems at Athabasca University, Canada. His researches mainly focus on mobile learning and ubiquitous learning, museum e-learning, game-based learning, educational robots, learning behaviour analysis, data mining, intelligent agent technology, computational intelligence in e-learning, and mobile healthcare.

    He is editor in chief of International Journal of Distance Education Technologies (an EI journal), section editor of Education and Science (an SSCI Open Access journal), and advisory board member of Journal of Computers and Applied Science Education. He is guest editor of Education and Technology Society (an SSCI Open Access journal), Multimedia Tools and Applications (an SCI journal), Mathematical Problems in Engineering (an SCI journal), and The Scientific World Journal (an SCI journal). He has also been the guest associate editor of IEEE Technology and Engineering Education, guest editor of International Review of Research in Open and Distance Learning (an SSCI Open Access journal) and Research and Practice in Technology Enhanced Learning (an Open Access journal). He is now executive council member of Chinese Society for Inquiry Learning, co-chair of Asia-Pacific Region Game and Toy Enhanced Learning and Society special interest group (SIG) under the Asia-Pacific Society for Computers in Education (APSCE).

    Dr. Chang also serves academic international conference events include being program co-chair of International Conference on Smart Learning Environments 2015 and Global Chinese Conference on Computers in Education 2015, track program chair of Digital Game and Intelligent Toy Enhanced Learning in IEEE International Conference on Advanced Learning Technologies 2014 and 2015, executive chair of GCCCE 2014 sub-conference on Joyful Learning and Society and ICCE 2014 sub-conference on Digital Game and Digital Toy Enhanced Learning and Society (GTEL&S), co-chair of ICCE 2013 sub-conference on Digital Game and Digital Toy Enhanced Learning and Society (GTEL&S) and GCCCE 2015 and 2013 sub-conference on Joyful Learning and Society, advisory board member of IADIS International Conference on Mobile, Hybrid, and On-line Learning (2012~now), advisory board member of Edutainment 2013, special area chair in pervasive education of International Conference on Systems and Networks Communications (2011~now), program co-chair of Edutainment 2011, general co-chair of Edutainment 2009, and local chair of IEEE DIGITEL 2008.

    He has given 66 talks and lectures in different conferences, universities, and events; He has participated in more than 260 international conferences and workshops as a Program Committee Member; and, he also has (co-)authored more than 185 edited books, book chapters, journal and international conference papers. He is an IEEE member for seventeen years since 1996 and also a member of ACM (since 2001), AAAI (since 2001), INNS (since 2004), and Phi Tau Phi Scholastic Honor Society.

    Chen-Wo Kuo is currently in charge of international licensing matters at the National Palace Museum, Taipei (Taiwan). He is a section chief in the marketing and licensing department. He has two Master degrees. One is MBA (master of business administrative) and the other is CIS (Computer Information System). His major studies are related to e-government policy-making, digital archives, e-learning, digital divide, and culture creative industry. Besides that, he is planning how to reform of the institutional image and innovative design value-added business model.


    Editorial Board

    Editorial Advisory Board
  • Pei-Chiun Che, National Cheng-Chi University, Taiwan
  • Nian-Shing Chen, National Sun Yat-Sen University, Taiwan
  • Neil Heffernan, Ehime University, Japan
  • Katsunori Kotani, Kansai Gaidai Univeristy, Japan
  • Chen-Wo Kuo, National Palace Museum, Taiwan
  • Rita Kuo, Mingdao University, Taiwan
  • Tzu-Chien Liu, National Central University, Taiwan
  • Zhenjian Miao, Beijing Jiaotong University, China
  • Bolanle Olaniran,Texas Tech University, USA
  • Vander Viana, Catholic Univ. of Rio de Janeiro, Brasil

    List of Reviewers

  • Robert Ariew, University of Arizona, USA
  • Pei-Chiun Che, National Cheng-Chi University, Taiwan
  • Nian-Shing Chen, National Sun Yat-Sen University, Taiwan
  • Giuseppe Conti, Fondazione Graphitech, Italy
  • Neil Heffernan, Ehime University, Japan
  • Jiyou Jia, Beijing University, China
  • Katsunori Kotani, Kansai Gaidai Univeristy, Japan
  • Rita Kuo, Mingdao University, Taiwan
  • Wei-Peng Lien, Shu-Te University, Taiwan
  • Tzu-Chien Liu, National Central University, Taiwan
  • Zhenjian Miao, Beijing Jiaotong University, China
  • Bolanle Olaniran, Texas Tech University, USA
  • Jeremy Palmer, University of Arizona, USA
  • Eleonora Pantano, University of Calabria, Italy
  • Lorna Uden, Staffordshire University, UK
  • Vander Viana, Catholic Univ. of Rio de Janeiro, Brasil