@article{oai:ushimane.repo.nii.ac.jp:00002112,
 author = {ケイン, エレナ and 江口,  真理子 and EGUCHI, Mariko and ハントリー, メリッサ and KANE, Eleanor and HUNTLEY, Melissa},
 journal = {総合政策論叢, Shimane journal of policy studies},
 month = {Nov},
 note = {研究ノート, This paper explains a small-scale Action Research project, following Benson’s five-step 2011 model, which began by considering our “ideal interculturally competent student”, blending ideas from Byram’s model of Intercultural Communicative Competence (ICC), and from research carried out by NAFSA, the Council of Europe, and the OECD. The twin goals of this project were to identify our most impactful Virtual Exchange (VE), and also to offer multiple chances to work with overseas peers to students who are not able to take specific VE courses. Through qualitative and quantitative analysis of data from five modes of VE, we were able to show the effects that even short-term VE has on students. This project also identified the strengths and weaknesses of various modes of VE mainly through qualitative data in the form of guided reflections for students and faculty. The different types of exchanges were evaluated both quantitatively and qualitatively, using BEVI-j and short semi-structured interviews with focus groups. Preliminary research showed the writers what we instinctively realized: who students are before they undertake a class greatly influences the outcomes.},
 pages = {91--115},
 title = {Action research : designing, implementing, and measuring virtual exchange to increase students’ intercultural competence},
 volume = {44},
 year = {2022},
 yomi = {エグチ, マリコ}
}