A Metacognitive Approach to Intercultural Learning in Language Teacher Education

Dypedahl, Magne

doi:10.4324/9781351049146-4

Cited by 8 publications

(2 citation statements)

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“…There are several synonyms used to depict IC, including cross-cultural communication competence ( Ruben, 1989 ), intercultural communicative competence ( Byram, 1997 ), intercultural sensitivity ( Bennett, 1998 ), cultural intelligence ( Earley et al, 2006 ), global leadership competency ( Bird et al, 2010 ), etc. Nonetheless, IC seems to be an encompassing label and a generally preferred term to describe complex capabilities of interacting effectively and appropriately with people from different linguistic and cultural backgrounds ( Fantini, 2009 ; Ang et al, 2015 ; Dypedahl, 2018 ).…”

Section: Review Of Literaturementioning

confidence: 99%

Developing intercultural competence through a cultural metacognition-featured instructional design in English as a foreign language classrooms

Hua

2023

Front. Psychol.

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The soaring demand for intercultural competence (IC) in the globalized world has made it a key concern in foreign language education. Most existing training on IC has often focused on providing immersive intercultural experiences, equipping learners with cultural knowledge, and simulating intercultural situations. However, some of these approaches may not be feasible in English as a foreign language (EFL) classrooms, nor are they effective to prepare learners to cope with the complexities and uncertainties in novel intercultural situations unless there specifically involves higher-order thinking. Thus, this study took a perspective of cultural metacognition and examined whether and how could an instructional design that highlighted cultural metacognition facilitate learners’ IC development in an EFL classroom at the tertiary level in Chinese mainland. Fifty-eight undergraduate students enrolled in an English Listening, Viewing, and Speaking course were involved in the instruction, and questionnaires and focus groups were employed for the data collection. A paired sample t-test revealed that there was a significant enhancement in students’ intercultural competence in terms of affective, metacognitive, and behavioral dimensions, but not in the knowledge dimension. Thematic analysis indicated that the instructional design was effective in supporting students’ intentional knowledge acquiring, developing positive intercultural attitudes, and promoting the translation of cognition into actions. The findings thus confirmed that the instructional design featuring cultural metacognition can be used in domestic EFL contexts, such as College English classrooms at the tertiary level in Chinese mainland, as an effective way of enhancing learners’ IC. This study also offered additional evidence of how students’ IC development was achieved through a range of metacognitive processes, which may provide implications for teachers to design their IC instructions in similar EFL educational settings.

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Section: Review Of Literaturementioning

confidence: 99%

Developing intercultural competence through a cultural metacognition-featured instructional design in English as a foreign language classrooms

Hua

2023

Front. Psychol.

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“…In order to operationalize the development of intercultural skills and assess them, intercultural competence can be divided into components of intercultural competence. These components are outlined in the model in Figure 1 below (Dypedahl, 2018), which is a further elaboration on Deardorff (2006).…”

Section: Theoretical and Conceptual Frameworkmentioning

confidence: 99%

Change and Development in the Cultural Dimension of Language Teaching, and Beyond

Byram¹

2022

Moving English Language Teaching Forward

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Ragnhild E. Lund attended the first meeting of the group which became known as Cultnet in 1997. This chapter charts some of the changes which have happened in “the cultural dimension” of language teaching since then by comparing the programme and people of 1997 with the same event in 2021. It is completed by some reflections from others who were there in 1997 and how they have changed but stayed the same in their intercultural lives.

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From Survival to Thriving Mode in EAP Classrooms in the Emergency Online Teaching: Student Perceptions of Learning-Oriented Assessment in Higher Education

Saglam¹

2022

Moving English Language Teaching Forward

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Learning-oriented assessment (LOA) has gained attention as a classroom-based assessment approach because it is used to stimulate learning through assessment by focusing on actively engaging students in assessment and feedback. Although prior research has examined LOA from multiple vantage points, there is a lack of research on its implementation in online learning and how different stakeholders perceive the impact of online LOA practices. This chapter reports on a mixed method study exploring students’ perceptions of the LOA approach based on an integrated assessment task (reading/listening-to-writing/speaking) and used within the scope of an EAP program in a Turkish context to study its impact upon learning. Participants included 45 university students who completed an initial questionnaire; 21 of these students then participated in focus group interviews. Findings revealed positive student perceptions of online LOA tasks because of the opportunities these tasks provided for improved language and academic skills, collaboration and dialogue, deeper learning, and longer engagement. In addition, there was evidence of a greater emphasis on teacher feedback over students’ self- and peer evaluations when revising the written report. The findings highlight pedagogical implications for using integrated assessment tasks in online LOA practices.

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A Metacognitive Approach to Intercultural Learning in Language Teacher Education

Cited by 8 publications

References 1 publication

Developing intercultural competence through a cultural metacognition-featured instructional design in English as a foreign language classrooms

Developing intercultural competence through a cultural metacognition-featured instructional design in English as a foreign language classrooms

Change and Development in the Cultural Dimension of Language Teaching, and Beyond

From Survival to Thriving Mode in EAP Classrooms in the Emergency Online Teaching: Student Perceptions of Learning-Oriented Assessment in Higher Education

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