The on-going study is designed to investigate how Korean elementary students develop their intercultural competence (IC) while telecollaborating with American peers. 14 Korean sixth graders, English language learners, have exchanged information with 7 American fifth graders regarding themselves, Christmas message and their school life such as school schedule, school buildings, lunch time, etc. Since the Korean students have limited English skills, they were asked to make a group of 3 students and each group has worked on their topics with group members, using a tablet and a laptop computer. After completing each of topics, they have created either a short video clip or a written note with pictures and posted on a blog site, which is managed privately by only the study researcher and the two school teachers. This telecollaborative learning project started at the end of September, Korean students have met for 2 hours every other week, and they will have the last class at the early of this February
To evaluate the Korean students’ level of IC, Fantini’s IC assessment tool is used; first, his questionnaire was translated into Korean and some technical terminology changed into plain words to make them better understood. After modifying Fantini’s IC tool, Korean elementary school teachers were requested to review each statement and to rewrite it if necessary considering the students’ cognitive ability. Then, 3 sixth graders in the same school, but not participating in the study, were asked to respond to each statement and to report if they had any difficulty in understanding. The finalized assessment tool was given to the participants in the study before they started their telecollaborative learning project. Upon the completion of the telecollaborative project at the end of January, the participants will take the post-test with the same questionaire. The responses from both the pre-test and the post-test will be compared through paired sample t-test to find any development differences of Korean elementary school students’ IC, based on the four components of Fantini’s IC model: knowledge, attitude, skill and awareness.