The Effects of Learning Design Through Intercultural Exchange Based on Variation Theory

Abstract

The purpose of this study is to examine the effects of learning design through intercultural exchange among Chinese, Korean, and Japanese graduate students who participated in the Asian Students Seminar Round Table (ASSERT) from the perspective of variation theory. At Assert, one objective was to learn how to present in English. To conduct the analysis, the personal attitude construct (PAC) method is introduced to capture individual experiences. Although ASSERT is a useful event to observe the variations in English presentations, the participants were more concerned about their own presentation styles and they compared their performance with their own past experiences. The usefulness of PAC analysis is discussed along with the experiences of three individual cases.