Family Involvement on Efl Students’ Intercultural Communicative Competence Development During Learning From Home

Abstract

The purpose of the study is posed to diagnose the developmental stages of intercultural communicative competence during family interactions of Indonesian EFL higher education students at home context. An ethnographic approach with distant observation taken in this study due to the Covid-19 health protocol. A triangulation technique involving online interview and archival model was conducted to enhance the observation. The data collection was analyzed based on the Pyramid Model of Intercultural Competence (Deardroff, 2006) and the Developmental Model of Intercultural Sensitivity (Bennett, 2017). The result implies that the students’ intercultural communicative competence development viewing from the dimension of requisite attitudes covers valuing other cultures, openness to other people attitude, and tolerance in a different view. On another result, the dimension of knowledge and comprehension encompasses deep understanding and knowledge of contexts and worldviews, cultural self-awareness, and sociolinguistics awareness. In conclusion, EFL students' intercultural communicative competence development commonly promoted ethnorelative stages more than the ethnocentric stage.

The Implementation of English Learning Based on Model of Intercultural Communicative Competence (Icc) for Improving Students’ Communication Independence

“…The lecturers commonly promoted the aspects by comparing the target culture with the students' own culture. Those teaching approaches are used to improve students' linguistic knowledge and facilitate a better oral and written skill so the students can employ various strategies in the academic situation, and that the activities carried out in the classroom contributed a lot to develop students' intercultural communicative competence (ICC) (Syam et al, 2020). The literature review revealed a relationship between intercultural communicative competence and EAP studies, with students having higher levels of intercultural communicative competence also having higher levels of academic success (Douglas & Rosvold, 2018).…”