Keong Yeun Ku. 2017. Development of Korean Elementary School Students’ Intercultural Communicative Competence through Telecollaboration with American Peers. Studies in Modern Grammar 96, 271-290. The purpose of the study is to investigate effects of asynchronous telecollaboration with American peers on Korean elementary school students’ intercultural communicative competence(ICC) and their perception of the asynchronous telecollaboration. A total of 32 elementary school students of grade six divided into two groups, a control group of 16 students and an experimental group of 16 students, participated in the study. All participants’ ICC levels were evaluated with 21 questions based on Fantini’s ICC assessment scale before and after the telecollaborative learning with American peers. While telecollaborating with 28 American peers of grade five, the experimental group shared information on 8 different topics for two academic semesters. On the completion of collaborating with their American peers, the experimental group was only expected to answer the 20 questions related to the experience on the telecollaboration with American peers. The study found that (1) the elementary school students benefit from asynchronous telecollaboration with American peers in developing their ICC, (2) especially, the telecollaboration is of a great use in developing their knowledge and awareness of other culture, and (3) the students perceived the experience of telecollaboration to be an effective learning in terms of satisfaction, understanding, and concentration on class. At last, the implication and the study limitations were given.

1. 서론
 2. 이론적 배경 및 사전 연구
  2.1. 외국어/영어 교육에서의 상호문화간 의사소통 능력
  2.2. 외국어/영어 교육에서의 원격협력학습
 3. 연구방법
  3.1. 연구질문
  3.2. 연구대상
  3.3. 연구절차 및 수업과정
  3.4. 연구도구 및 분석 방법
 4. 결과 및 논의
  4.1. 미국동료와의 원격협력학습이 상호문화간 의사소통 능력에 미치는 영향:실험집단과 비교집단간의 비교 분석을 중심으로
  4.2. 미국동료와의 원격협력학습에 대한 수업만족도 결과
 5. 결론
 참고문헌

• 구경연(계명대학교) | Keong Yeun Ku