當歐洲經驗轉化為 Vlog：台灣交換生的自我呈現

Abstract

本研究針對前往歐洲的台灣交換生於 YouTube 上所發布的 Vlog 進行分析，探討他們如何透過數位展演呈現對歐洲的凝視與想像，並藉此建構其旅居者身份認同。研究結果顯示，交換生透過 Vlog 展示日常生活與旅行經驗，將歐洲生活轉化為可觀賞的數位內容 ，以回應觀眾對理想交換生形象的期待， 並強化其 「國際化個體」的身份認同。Vlogger 透過校園生活、語言能力、奢侈消費等元素，塑造理想中的歐洲身份。此外，Vlogger 也透過旅行實踐來深化對歐洲文化的認同，並在朝聖各大景點時呈現出從眾的旅遊模式 ；部分 Vlogger 則挑戰主流觀光敘事， 表達批判性觀點並提倡小眾旅遊 。這些表現可歸納為三大類型： 「建構理想歐洲身份」、「旅遊作為文化實踐」與「挑戰既有的觀光敘事」，共同構成「我在歐洲」的展演方式。本研究亦探討交換生在歐洲的生活經歷如何促使自我反思與成長。交換生的經歷不僅改變了對異文化的理解， 亦促使其重新審視母國文化背景與未來發展。透過 Vlog 記錄從適應異地到逐步獨立的成長過程， 並藉由與當地文化的互動 ，深化對台灣身份的認同。這些經驗顯示 ，交換生的旅居過程不僅是一場文化探索 ，更是個人成長與突破社會框架的契機，促使其在跨文化交流中實現自我突破。最後， 本研究強調交換生與其他旅居者的差異 ，指出交換生的跨國移動受到高等教育國際化政策與家庭經濟資本的影響。交換計畫為學生提供海外學習的機會，並通常伴隨家庭的經濟支持，使交換生得以深入體驗異國生活。透過數位影像敘事 ，交換生不僅累積文化資本 ，還在全球化背景下形塑自身的移動性與身份認同。這些 Vlog 不僅記錄了交換生的成長歷程，更成為觀眾理解其歐洲經驗的重要媒介。This study examines YouTube vlogs by Taiwanese exchange students in Europe, analyzing how they construct their gaze and identity through digital performances. Findings indicate that students transform daily experiences and travels into mediated digital content, aligning with audience expectations of the"ideal exchange student" while reinforcing their identity as "internationalized individuals." Through depictions of campus life, language proficiency, and luxury consumption, they craft an idealized European self. Their travel behaviors largely follow mainstream tourism patterns, yet some vloggers challenge dominant narratives by offering critical perspectives and alternative travel experiences. These performances fall into three thematic categories: "Constructing an Ideal European Identity," "Tourism as Cultural Practice," and "Challenging Tourism Narratives," collectively shaping their portrayal of "Being in Europe." Additionally, this study examines how exchange experiences promote self-reflection and personal growth. Students not only gain a deeper understanding of foreign cultures but also critically reassess the cultural framework of their homeland and their future aspirations. Their vlogs capture the process of adaptation and growing independence, while interactions with locals strengthen their self-identity as Taiwanese. Finally, the study emphasizes the unique role of exchange students as sojourners, whose transnational mobility is shaped by higher education internationalization policies and family economic capital. Supported by family financial resources, exchange programs provide immersive overseas experiences that enable students to accumulate cultural capital. Through digital storytelling, students share narratives of their mobility and evolving identities within a globalized context, while simultaneously influencing public perceptions of exchange student life in Europe.