@article{oai:muroran-it.repo.nii.ac.jp:00009719,
 author = {ハグリー,  エリック トーマス and HAGLEY, Eric Thomas},
 journal = {東北・北海道地区大学等高等・共通教育研究会研究集録},
 month = {Feb},
 note = {application/pdf, The use of technology in language classes around the world has become commonplace. Whether it is the teacher using Powerpoint, students using software or mobile devices, or classes participating in online exchanges of some sort, there is now an understanding that technology should play a part in language learning. The Internet makes it even more imperative that technology be a part of the language classroom. Virtual Exchange (VE) has become a powerful means of allowing students to interact with learners in foreign countries and giving them all the benefits that such international collaboration entails. For language learners in countries or regions where there is limited opportunity to interact with other cultures and speakers of the target language (TL) physically, this is a particularly important feature.
The European Commission co-financed INTENT project defines VE as technology-enabled, sustained, people to people education programs between geographically distant groups of students where online intercultural exchange, interaction and collaboration with peers occurs, under the guidance of educators and/or expert facilitators. VE is growing in importance throughout the EU and the number of exchanges has increased dramatically. VE is also being developed in the U.S. with the J. Christopher Stevens VE fund set up by the U.S. government to promote this. There are many examples of VE in the U.S. with the Soliya project being particularly well regarded for its promotion of peace. Both Europe and the U.S. are promoting VE because it offers students the chance to interact and develop contacts with students in other countries without the enormous cost of travel. We now talk of virtual mobility because of this fact. It also gives students the opportunity to use the language skills they are learning in class to participate in real world communicative activities in addition to developing intercultural competence. A number of institutions in Asia have also begun doing VE but the scale with which they have been done has been relatively small (Chun, 2014; Helm, 2015). There are many reasons for this that include poor access to a suitable platform, issues with interoperability between institutions, lack of links between faculty within and between different institutions, costs, lack of teacher training and difficulty in assessing such interactions. The benefits of VE in the Asian context are also not as well documented as in Europe and the U.S. and until July of this year, there was still not a community of researchers in the field.
In Japan there have been a number of examples of VE. Bower and Kawaguchi’s (2011) VE was notable for its efforts at improving accuracy via peer correction. Harashima et. al. (2014) carried out VE between students in different universities within Japan to good effect because of the use of a learning management system (LMS). There have been others but most have struggled to be inclusive of full departments because of a lack of partner students and teacher training. Ensuring all students in a school have access to VE should be the final goal of such projects if they have been proven to be useful. VE has been shown to increase the level and amount of participation in communicative events, (Pais Marden and Herrington, 2011; Sotillo, 2000); increase the amount of interaction of people with lower power positions (Kern and Warschauer, 2000); improve peer feedback (Bower and Kawaguchi, 2011; Ware and O’Dowd, 2008) as well as increase opportunities to participate in and learn from and about other cultures (Chen and Yang, 2014; Thorne and Black, 2007). It is for these reasons that it should become a part of any communicative language class. Students then have the opportunity to interact in meaningful communication with other speakers of English on a regular basis – something that is not available to the majority of EFL students in Japan, but is extremely useful if such communication is to take place., 本論文では、オーストラリアの大学と米国の高校での日本語学習者と、日本の高等教育機関での英語学習者間における、日英二重言語によるオンライン語学学習交流(Dual Language Virtual Exchange DLVE)と室蘭工業大学と他の国内大学の学生とコロンビアやベトナムの学生の英語のみによるオンライン語学学習交流(Single Language Virtual Exchange SLVE)システムを紹介し、実践報告を行う。本論文で開発・実施したMoodleによるVEのオンライン環境について具体的に概用を述べ、カリキュラムに組み込まれた交流課題、学生の投稿例を紹介しながら、オンライン交流の効果的な方法と利点を考察する。活動記録やアンケート調査の結果は、このようなDLVEとSLVE（両方使うとVE）方法が、学習言語使用の量と質、学習動機、他文化理解を高めることを示唆している。
国や個々の教育機関では、学習者が達成すべき特定の目標を提示している。米国におけるナショナル・スタンダード、及び、21世紀教育基準は、オーストラリアや日本の基準と多くの点で類似している。これらの国家的基準と個々の教育機関の目標、特にグローバルな視点を持つ学習者を育成する必要性に基づき、当システムを開発した。Bower & Kawaguchi (2011)、Vinagre & Muñoz(2011)の研究におけるオンライン語学学習に共同的かつ総合的な要素を加えることを試みた。
VEの目的は学習者に目標言語を使う場を与えること、そして、日本、米国、オーストラリア、ベトナム、コロンビアの文化比較やディスカッションをしながら互いの文化についての理解を深め、語学力向上を促していくことである。しかし、VEに潜在する可能性は知識、言語能力の発展にとどまらない。文化に関する交流課題を選ぶことによって、異文化理解の知識を深めると同時に、目標言語でのコミュニケーション能力に対する学習者の自信の向上につながった。更に、この交流は、ネイティブスピーカーとノンネイティブスピーカーの内容のあるコミュニケーションの機会を最大限に活用する機会を与えるだけではなく、それぞれが属するコミュニティの社会的な一員としての生活技能すなわちライフスキルの向上にも大きく貢献していると考えられる。現システムとその将来についても述べる。},
 pages = {26--32},
 title = {Single and Dual Language Virtual Exchange for Language Learning},
 volume = {65},
 year = {2016}
}