This study investigated the impact of a telecollaborative project with Australian peers on development of Korean elementary school students’ intercultural communicative competence. 57 Korean elementary school students of grade five participated in the project with 11 topics for 8 months. The responses from the 46 participants in the three ICC surveys and the data from 11 voluntary interviewees were analyzed to discover the changing process of their ICC over time within the Bennett’s DMIS framework. The research revealed that the participants were ethnorelatively oriented at the onset of the project, and at the end of the project even though they temporarily displayed an enthnocentric orientation while participating in the project. Among the participants, some shifted toward ethnocentric orientation; however, they still kept the ethnorelative orientation more intensively than the ethnocentric orientation. Examining in great detail, prior to the start of the project, they were ready to accept cultural differences uncritically, and finally reached at the adaptation stage, which is the last second stage in DMIS. Lastly, the pedagogical implication and the limitations of the study were also discussed.

• Keong Yeun Ku(Keimyung University)