Problematizing Language Testing and Assessment Syllabi through Intercultural Competence Assessment Perspective in an EFL Context

Kazemian, Mohammad; Khodareza, Mohammad Reza; Khonamri, Fatemeh; Rahimy, Ramin

doi:10.18823/asiatefl.2022.19.1.23.309

Cited by 3 publications

(5 citation statements)

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“…in line with what has been taught. Their beliefs theoretically and practically are in line with those ofBrown (2014),Clyne and Sharifian (2008),Chandran (2009),Gu (2016),Kazemian et al (2021),Kazemian et al (2022), Liddicoat (2002, Liddicoat and Scarino (2010),Mousavi (2018),Nushi et al (2016),Rezaei andNaghibian (2018), and Scarino (2006).…”

supporting

confidence: 70%

“…However, the EFL teachers had a lack of a proper understanding of the conception of IC. Similarly, to problematize language testing and assessment syllabi through ICA, Kazemian et al (2022) analyzed twenty applied linguistics syllabi of Language Testing and Assessment of Ph.D. programs from twenty Iranian universities. The results showed that despite believing in the concept of ICA from the experts' view, there was no trace of the concept in their syllabi.…”

Section: Intercultural Communicative Competence and Intercultural Com...mentioning

confidence: 99%

“…All in all, there is no extensive body of literature on ICA and its role in the LPA. While studies concentrated on a range of areas including textbook evaluations, reading, and teacher education in terms of IC, fewer studies focused on IC assessment in teacher education (Gu, 2016), writing (Kazemian et al, 2021), and problematizing ICA syllabi (Kazemian et al, 2022). As such, the topic seems to be a novel one in applied linguistics in general and language assessment in particular.…”

Section: Intercultural Communicative Competence and Intercultural Com...mentioning

confidence: 99%

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ELT Scholars’ Attitudes towards Inclusion of Intercultural Competence Assessment in Language Proficiency Tests

Kazemian¹,

Khodareza²,

Khonamri³

et al. 2023

TESL-EJ

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Intercultural Competence Assessment (ICA) has recently become a central issue in applied linguistics in general, and language testing and assessment in particular. The present paper aims to investigate the difference between native and non-native assessment experts’ beliefs about incorporating ICA in the Language Proficiency Assessment (LPA). Basic qualitative research design was employed and questions were emailed to 97 native and non-native language testing and assessment experts of whom 32 participants returned their responses (response rate = 33%). Moreover, 10 of the experts were interviewed to triangulate the data. The data were analyzed qualitatively and quantitatively. The results demonstrated that there were no significant differences between native experts and non-native experts’ attitudes towards whether ICA should be included in the LPA. Despite this finding, some native speaker experts strongly disagreed with the notion while some other non-native scholars supported it. This study may be helpful to Teaching English as a Foreign Language (TEFL) assessment experts who argue for the inclusion of ICA in the LPA, believing that such an inclusion would benefit not only second language proficiency assessment but also efforts in designing more effective instructional syllabuses.

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supporting

confidence: 70%

Section: Intercultural Communicative Competence and Intercultural Com...mentioning

confidence: 99%

Section: Intercultural Communicative Competence and Intercultural Com...mentioning

confidence: 99%

See 1 more Smart Citation

ELT Scholars’ Attitudes towards Inclusion of Intercultural Competence Assessment in Language Proficiency Tests

Kazemian¹,

Khodareza²,

Khonamri³

et al. 2023

TESL-EJ

View full text Add to dashboard Cite

show abstract

“…It is crucial to recognize that the ICC development is a continual and longitudinal process characterized by periods of progress, occasional stagnation, and even regression. Central to this development is the cultivation of awareness, including self-awareness, which is nurtured through various means, such as discussions, introspection, and reflective practices (Kazemian et al, 2022(Kazemian et al, , 2023. Moreover, it is essential to acknowledge that target language development holds significance within the realm of ICC despite its limited inclusion in many of the component frameworks associated with intercultural competence (a piece of linguistic and sociolinguistic).…”

Section: Intercultural Communicative Competence (Icc)mentioning

confidence: 99%

MALL integrated with metacognitive skills to promote preservice English teachers’ intercultural communicative competence

Haerazi

2023

J. Eng. Foreign. Lang.

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Utilizing mobile phones for education, particularly in mobile-assisted language learning (MALL), enhances comprehensive learning, intercultural communication, and metacognitive skill development among preservice teachers. This approach fosters the acquisition of intercultural communicative competence (ICC). Therefore, this study aims to investigate the effect of MALL integrated with metacognitive skills to promote preservice English teachers’ ICC. This pre-experimental study with one group design involved 28 preservice English teachers at a university in Mataram, Indonesia. The ICC and metacognitive questionnaires were utilized to collect the data, and the collected data were analyzed using descriptive and inferential statistical analysis using IBM SPSS devices. The results show that MALL helped preservice English teachers become autonomous learners and actively engage in self-regulating their cognitive abilities to think critically, adapt, and interact within diverse cultural contexts. MALL integrated with metacognitive skills significantly affected preservice teachers’ ICC, and the level of metacognitive skills influenced the success of improving their ICC. The implication of MALL can delve into the pedagogical approaches and design principles that optimize MALL interventions within mobile learning environments.

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“…Regarding the importance of ICC, Kazemian et al (2022) and Kazemian et al (2023) conducted two studies under the rubric of problematizing language testing and assessment syllabi through intercultural competence assessment perspective in an EFL context and ELT scholars' attitudes towards inclusion of intercultural competence assessment in language proficiency tests. These aforementioned studies reveal concrete evidence that ICC is important not only in reading comprehension but it also in language testing and assessment.…”

Section: Introductionmentioning

confidence: 99%

A study of the intercultural communicative competence and the effects of cultural familiarity on reading comprehension based on ethnicity

Khataee

Dowlatabadi

2024

Forum Linguist. Stud.

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As an academic endeavor in an EFL setting especially in the field of reading comprehension, this study intended to examine intercultural communicative competence (ICC) and the effects of cultural familiarity on reading comprehension based on two specific ethnicities (Turk and Fars). To this end, participants, 130 EFL students majoring in English, were chosen from three universities in Iran. The effects of cultural familiarity on students’ reading comprehension were examined by utilizing two types of processes, providing relevant background knowledge and text nativization. These two processes were used as two separate treatments for the members of the experimental groups. Members of both control and experimental groups subsequently received reading comprehension tests. Then, to elicit ICC levels, the participants were asked to complete ICC Questionnaire. The statistical analysis of the data revealed the significantly positive effect of cultural familiarity on the reading comprehension performance of both Turk and Fars experimental groups and no significant difference was observed between the reading comprehension performance and ICC level of the ethnic groups of Fars and Turks. The present study emphasizes the facilitating and positive effect of cultural familiarity on the reading comprehension of specific ethnic groups and suggests that cultural familiarity can be a valuable tool for enhancing reading comprehension and promoting language performance and cultural competence of Iranian EFL learners. Therefore, due to the importance of teaching culture in the field of English language teaching, there should be much more attention to cultural and intercultural matters when designing a language curriculum.

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Problematizing Language Testing and Assessment Syllabi through Intercultural Competence Assessment Perspective in an EFL Context

Cited by 3 publications

References 0 publications

ELT Scholars’ Attitudes towards Inclusion of Intercultural Competence Assessment in Language Proficiency Tests

ELT Scholars’ Attitudes towards Inclusion of Intercultural Competence Assessment in Language Proficiency Tests

MALL integrated with metacognitive skills to promote preservice English teachers’ intercultural communicative competence

A study of the intercultural communicative competence and the effects of cultural familiarity on reading comprehension based on ethnicity

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