Developing intercultural communication in the EFL primary education classroom: Internationalization through virtual team collaboration with eTwinning

Alcaraz-Mármol, Gema

doi:10.17398/1988-8430.32.147

Cited by 8 publications

(4 citation statements)

References 11 publications

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“…The samples included students, teachers, and children of all ages. However, 16 studies found in favour of students: (Maksimuk et al, 2022;Olesia et al, 2022;Alzhanova & Chaklikova, 2022;Temirgalinova, et al, 2021;Bardis et al, 2021;Rongmei, 2020 ;Alcaraz-Mármol, 2020;Abugohar, Yassin, 2020;Mart, 2019;(2015;Lyubova et al, 2014;Jabeen, 2014;Sadykova et al, 2014;Sun, 2013;Zhongxin, 2013). Approximately (7) investigations on children followed (Jones et al, 2022;Trevor & Elison, 2022;Ramscar, 2021;Segovia-Martn & Balari, 2020;Mayor & Mani, 2019;Rytel, 2014;Fernanda, 2012).…”

Section: Type Of Samplesmentioning

confidence: 99%

“…The research methods used in previous studies varied, as each used its own method based on the type of study, the circumstances of its conduct, and the criterion used in it; however, the majority (nine) employed the "quantitative method" (Jones et al, 2022;Trevor & Elison, 2022;Temirgalinova et al, 2021;Alcaraz-Mármol, 2020;Segovia-Mart). Then followed mixture procedure (Olesia et al, 2022;Bardis et al, 2021;Ramscar, 2021).…”

Section: Research Techniques and Data Analysismentioning

confidence: 99%

“…The issue of the communicative approach and its relevance in teaching languages has a wide resonance in diverse groups and communities, thus the 28 papers on this topic were dispersed in the following manner: Russia contributed the most with six studies (Maksimuk et al, 2022;humarova et al, 2019;Gali et al, 2019;Abdullazyanovich et al, 2015;Lyubova et al, 2014;Sadykova et al, 2014), followed by China with four papers, namely: (Rongmei, 2020; Xue, 2014;Sun, 2013;Dai, 2013). Also, Poland and the United States each have two studies (Alcaraz-Mármol, 2020;Rytel, 2014). (Trevor & Elison, 2022;Temirgalinova et al, 2021).…”

Section: Geographical Locationsmentioning

confidence: 99%

“…Likewise from Germany 2 (Ramscar, 2021;Mayor & Mani, 2019). Alcaraz-Mármol, 2020;Rytel, 2014). Two studies for Poland.…”

Section: Geographical Locationsmentioning

confidence: 99%

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Unlocking the Future of Arabic languages teaching: Exploring Communicative Language Teaching Methodology

Alsubhi,

Mohamed Adnan,

Yusof

et al. 2023

IJARBSS

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The Communicative Language Teaching (CLT) approach is a technique centred on increasing the learner's abilities via speaking and communication activities between the instructor and the students, as well as between the students themselves. The exercises are relevant to our everyday lives, allowing the student to use the language organically and spontaneously while focusing on what may be taught and improved. Due to the desire of many students to replace traditional learning methods, such as memorization and rule learning, with interactive and innovative methods that place a greater emphasis on communication skills, this study seeks to determine the efficacy of the communicative method in teaching languages. This study found that teaching communicative language is one of the best methods for teaching languages to a variety of groups, including normal children, autistic children, and language learners, based on a review of the literature written about the communicative method in 28 studies employing diverse research methods and methodologies. Numerous linguists and scholars have utilised it as a second language. The research recommends constructing curriculum in a manner that is consistent with teaching the communicative method to students, enhancing the effectiveness of instructors, and enhancing their skills in order to reach a high level of communicative competence among students.

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