Developing intercultural communicative competence in foreign language classrooms – A study of EFL learners in Taiwan

Huang, Li-jung

doi:10.1016/j.ijintrel.2021.04.015

Cited by 26 publications

(23 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although it is possible for individuals to achieve minimal external outcomes by having the foundational attitudes alone, adding knowledge, skills and metacognition could facilitate more effective and appropriate intercultural interactions ( Deardorff, 2012 ). This model supports the effectiveness of explicit IC instruction in language classrooms ( Huang, 2021 ), but at the same time, it recognizes that IC development does not just happen through learning about cultural knowledge and practicing related skills. Just as Chua and Ng (2017) , and Sharma (2019) suggested, learning how to think intercultural is more important than acquiring actual knowledge.…”

Section: Review Of Literaturesupporting

confidence: 59%

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

Hua

2023

Front. Psychol.

View full text Add to dashboard Cite

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.

show abstract

Section: Review Of Literaturesupporting

confidence: 59%

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

Hua

2023

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…Designing language activities infused with intercultural content and reflective tasks facilitate the promotion of the ICC competence. According to Huang (2021) explicit teaching of intercultural issues in the language classroom supports and develops different ICC dimensions.…”

Section: Resultsmentioning

confidence: 99%

The intercultural educator: the what, how, and why of teaching intercultural communicative competence in Latin America

Cubero

2021

Rev. Innova Educ.

View full text Add to dashboard Cite

A reflective assessment of teaching praxis’ notions and beliefs becomes essential in instructing learners to effectively interact in intercultural encounters. Arguments in favor of teaching the intercultural component have been promoted for years but have not fully reached systematic incorporation in foreign language education in Latin American countries. This paper examines the concept of the intercultural mediator, approaching key questions (why, what, and how) that emerge when integrating intercultural objectives in the language classroom supported on theoretical frameworks and insights from the authors’ teaching experience. The methodology used was an exploratory qualitative document review. Scientific articles published in reliable databases were consulted to answer the questions targeting intercultural communicative competence teaching. The main objective is to invigorate the discussion regarding the intercultural component in the classroom while exploring practical ideas to teach it. Findings suggest that there is a growing body of literature and interest on approaching theoretical and practical standpoints toward ICC guiding teachers to become intercultural educators willing to integrate and enable learners with the crucial ICC competence. Educators can make a difference in the classroom by utilizing different Latin American resources and material to mediate intercultural matters in the foreign language classroom.

show abstract

“…This research confirmed that language learners can benefit from explicit instruction based on the presentation, description, and analysis of text and video materials. Furthermore, they can acquire knowledge about their native language culture and target language culture, and skills to analyze, evaluate and interpret intercultural interaction (Huang, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…The course introduced the majored cultural differences among countries and areas with a focus on intercultural communication. And this course is designed through these three objectives: (1) to raise students' awareness of self-identity and personal characteristics, (2) to introduce different communication styles across cultures, and (3) to train intercultural abilities and sensitivity (Huang, 2021). The questionnaire includes two parts.…”

Section: Methodsmentioning

confidence: 99%

Developing Intercultural Communicative Competence in Foreign Language Classrooms: A study of EFL learners in China

Liu

Jiang

Wang

et al. 2022

Jur.Pend.Teo.Pen.Peng.

View full text Add to dashboard Cite

Intercultural communicative competence (ICC) has been accentuated with the wave of globalization. Universities in China have highlighted ICC in language classrooms. Following Byram’s (1997) ICC model (including knowledge, skills, and attitudes), this study focuses on the efficacy of explicit instruction in developing ICC among EFL (English as a Foreign Language) learners in classrooms in China, and to discover how this development is related to the English proficiency. This research, therefore, has two purposes: (1) to use a mix of quantitative and qualitative methods to assess ICC including questionnaires through self and others after explicit instruction. And (2) to investigate the relationship between the development of ICC and English proficiency. The results show that (1) explicit instruction is effective in raising students’ development of ICC, especially the knowledge and skills, and (2) English proficiency is significantly related to better acquisition of ICC. In order to promote learners’ ICC based on the mentioned results, some methods can be adopted: refine the intercultural content, manifest the teaching objectives, improve the involvers’ initiatives and implement the scientific evaluation.

show abstract

Developing intercultural communicative competence in foreign language classrooms – A study of EFL learners in Taiwan

Cited by 26 publications

References 11 publications

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

The intercultural educator: the what, how, and why of teaching intercultural communicative competence in Latin America

Developing Intercultural Communicative Competence in Foreign Language Classrooms: A study of EFL learners in China

Contact Info

Product

Resources

About