The increasingly interconnected and knowledge-driven 21st century world calls for groundbreaking changes in language teaching and learning.To convey this objective, the authors of this book cogently fuse key elements within a sound pedagogical proposal that has been carefully designed to demystify the study of intercultural competence in its traditional settings.Not only does their study fine-tune strategies for the development of critical cultural awareness,but it also unveils paths to authentic interaction,critical thinking,and cooperative,collaborative,and self-regulated learning experiences that evolve in an adaptive learner-centered setting.The scenario chosen to expand students communicative boundaries is a hypermedia learning environment that invites learners to travel throughout the United States with a dual focus in mind:the development of listening skills and intercultural competence,as well as nurturing a pluralistic view of the learning of English mediated through the use oftechnologies. Additionally,the study strives to provide groundwork to less restrictive approaches for the inclusion of effective computer-assisted language learning in the classroom,demonstrating that an interdisciplinary integration of agents and knowledge for efficient design and practice is possible.A unique aspect ofthis book is that it illustrates a myriad of features underpinning the design ofthe hypertext,which was entirely created and validated by the authors. AII in all,this qualitative case study encompasses a wide range of strategic learning stances in the EFL classroom,and acts in response to the needs of learners (and instructors) seeking a critical and analytical process of understanding and examining culture.I suggest that this book be used as a reference for language and interdisciplinary courses,as well as professional development programs that combine studies of language skills development and culture.
