scholarly journals Intercultural Learning: A Promising Pedagogy in the New Millennium

2019 ◽  
Vol 4 (3) ◽  
pp. 361
Author(s):  
Mouhssine Echcharfy
Keyword(s):  
Language Learning ◽  
Intercultural Competence ◽  
Cultural Difference ◽  
Intercultural Learning ◽  
Efl Learners ◽  
Language Pedagogy ◽  
The Common ◽  
The University ◽  
Globalized World ◽  
Target Culture

<p><em>In a multicultural context, most of the common problem among individuals is that people hold an ethnocentric perspective, as they tend to idealize their own culture and ignore cultural difference. In this regard, interculturalism has come into play as it encourages ethno-relative perspective in that it stresses the importance of openness to and acceptance of different beliefs, values and customs (e.g., Coulby, 2006; Lentin &amp; Titley, 2011; O’Cinneide, 2012; Jokikokko &amp; Karikoski, 2016).This intercultural trend has led to the emergence of a new language pedagogy called “Intercultural Learning” that aims at promoting intercultural competence in EFL classrooms and prepare EFL learners to meet the challenges of such a globalized world. The thrust of the argument in this paper is that culture courses should not be a place where learners are exposed only to the target culture; it should rather be a place where learners can experience cross-cultural situations, reflect on their experience, and act as intercultural speakers/mediators with the ability to communicate and interact appropriately and effectively in different intercultural situations. It offers insights into the <em>challenges that lead to the emergence of intercultural learning. </em>It also gives an account of the importance of culture in language learning. The paper discusses intercultural learning pedagogy, as it defines the notion of intercultural learning, discusses its principles and explains the key element of intercultural learning “experiential learning” and how it is implemented. It also provides implications for teachers at the university level. </em></p>

Tertiary English-majored Students’ Perceptions toward the Role of Pronunciation in English Language Learning and their Practicing Strategies

2020 ◽  
Vol 6 (2) ◽  
pp. 264-279
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
The University

Accurate pronunciation has a vital role in English language learning as it can help learners to avoid misunderstanding in communication. However, EFL learners in many contexts, especially at the University of Phan Thiet, still encounter many difficulties in pronouncing English correctly. Therefore, this study endeavors to explore English-majored students’ perceptions towards the role of pronunciation in English language learning and examine their pronunciation practicing strategies (PPS). It involved 155 English-majored students at the University of Phan Thiet who answered closed-ended questionnaires and 18 English-majored students who participated in semi-structured interviews. The findings revealed that students strongly believed in the important role of pronunciation in English language learning; however, they sometimes employed PPS for their pronunciation improvement. Furthermore, the results showed that participants tended to use naturalistic practicing strategies and formal practicing strategies with sounds, but they overlooked strategies such as asking for help and cooperating with peers. Such findings could contribute further to the understanding of how students perceive the role of pronunciation and their PPS use in the research’s context and other similar ones. Received 10th June 2019; Revised 12th March 2020; Accepted 12th April 2020

The Effect of Using Flipped Classroom Model to Improve Iraqi EFL Learners’ Pronunciation in English at University Level

2020 ◽  
Vol 1 (40) ◽  
pp. 631-654
Author(s):  
Khaldoon Waleed Husam Al-Mofti
Keyword(s):  
Language Learning ◽  
Flipped Classroom ◽  
Efl Learners ◽  
English Pronunciation ◽  
Before And After ◽  
Quasi Experimental ◽  
University Level ◽  
The University ◽  
And Control ◽  
Experimental Group

For Iraqi EFL learners who are studying English pronunciation in a traditional instruction method often requires more effort and hard work. Thus, using new methods of teaching such as the flipped classroom model (FCM) is necessary to facilitate learning and improve performance. Hence, this study reports on explanatory research that investigates the effect of using the FCM in the teaching of English pronunciation for Iraqi EFL learners at the university level. The study implemented mixed research methods for data collection in a quasi-experimental analysis. Therefore, two tests were conducted on the assigned groups to measure the effect of the FCM before and after the intervention. Besides, a questionnaire and interviews were used on the experiment group students to collect data about their perceptions of the FCM. The study length (lasted)  was 15 weeks and is comprised of 60 students from the department of English, College of Arts at the University of Anbar. The students were divided into two groups, experimental, and control with 30 students in each group. The findings revealed that there was a significant statistical difference between the two groups in favour of the experimental group with better performance, indicating that the FCM has considerably assisted the Iraqi EFL learners to improve their English pronunciation. Moreover, the students expressed their positive feedback and satisfaction on the use of the FCM in their responses to the questionnaire and the interviews. As such, the current study recommends further research to study the effect of applying the FCM in areas and disciplines other than language learning.

A Spanish-Finnish Telecollaboration to Develop Intercultural Competence and Learner Autonomy

2016 ◽  
Vol 6 (3) ◽  
pp. 36-53 ◽  
Author(s):  
Ruby Vurdien ◽  
Pasi Puranen
Keyword(s):  
Intercultural Competence ◽  
Learning Experience ◽  
Cultural Exchange ◽  
Intercultural Learning ◽  
Learning Tasks ◽  
Common Interests ◽  
Cultural Traits ◽  
Authentic Environment ◽  
Target Culture ◽  
Geographical Locations

Telecollaboration enables students from different geographical locations to interact in a more authentic environment, share their views with their partners, create profiles as well as build online communities enjoying common interests. With this in mind, a Spanish-Finnish task-based project was designed to examine how students perceived their cultural exchange via Facebook and the extent to which such online interactions assisted them in becoming autonomous learners. Nineteen Spanish and seventeen Finnish participants were provided with the opportunity to interact with each other outside the classroom with a view to exploring the target culture and, consequently, experiencing intercultural learning. The findings suggest that the learning experience was positive and that the participants felt motivated to examine each other's cultural traits and manage their own learning tasks. Sharing information and reciprocally exchanging views on comments are paramount in developing skills to become independent learners.

scholarly journals A Promoting EFL Learners’ Linguistic Competence via Videogame Play-Trace Effects: An Empirical Study

2019 ◽  
Vol 6 (1) ◽  
pp. 56-72
Author(s):  
Rozhgar Jalal Khidhir ◽  
Hussein Ali Wali
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mixed Method ◽  
English Language ◽  
Linguistic Competence ◽  
Independent Learning ◽  
Efl Learners ◽  
Frequent Use ◽  
The University ◽  
Method Approach

The current study is an experimental digital game-based (DGBL) endeavor which tackles potential educational issues beyond the frequent use of games, language learning potentials in particular. It has used a mixed method approach, i.e., quantitative and qualitative. The study aims at exploring the practical effects of videogame play, Trace Effect, on improving the players’ linguistic competence. It is hypothesized that (playing videogame cannot create any difference of performance between groups of subject matters for improving English language learning. The study has concluded the followings; overall inferential statistics confirmed that playing videogame can effectively get into the improvement process of teaching English as a foreign language to the university students. On the other hand, playing the videogame, Trace Effects, has formed the solely major cause of improvement and learning in the following domains, creating friendly fascinating atmosphere, upgrading technological skills, increasing motivation towards learning, making use of homework as a form of external extensive activity, forming semi-independent learning, and practicing and virtual reality of the second/foreign language’s culture.

scholarly journals Investigating Intercultural Teaching Competence among Moroccan Teachers in Tertiary Education

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Mouhssine Echcharfy
Keyword(s):  
Intercultural Competence ◽  
Tertiary Education ◽  
Central Element ◽  
Decision Makers ◽  
Intercultural Learning ◽  
Negative Attitudes ◽  
Teaching Competencies ◽  
University Teachers ◽  
Teaching Competence ◽  
The University

<p><em>Intercultural learning is a new pedagogy that encourages learners to establish relationships between their own culture and the other culture, managing dysfunctions and mediating differences. These skills and others will enable learners to develop intercultural competence and help them become intercultural speakers/mediators (Byram, 1997). However, learners’ intercultural competence cannot be developed without an appropriate intervention and guidance on the part of the teacher who represents a central element in the intercultural learning process. Thus, the issue at stake is the degree to which teachers demonstrate knowledge of skills and competencies they need for the development of students’ intercultural competence and awareness. In this respect, the present study is an attempt to </em><em>explore the extent to which </em><em>the teachers’ competencies and skills meet the specifications formulated in the literature regarding intercultural teaching competence</em><em>. It included 25 Moroccan university teachers who have already taught culture at the university. In line with the objective of the study, a five-point Likert scale questionnaire was adopted as a major data collection procedure. The results revealed that the majority of Moroccan university teachers demonstrated negative attitudes towards and lack of awareness regarding the intercultural teaching competencies provided. It also turned out that the majority of teachers’ competencies do not meet the specifications formulated in the literature, regarding intercultural teaching competence. In light of the results obtained, several implications are derived from the study for decision makers and teachers.</em></p>

scholarly journals Broadening Minds: Exploring Intercultural Understanding in Adult EFL Learners

2011 ◽  
pp. 144
Author(s):  
Ferney Cruz Arcila
Keyword(s):  
Language Learners ◽  
Careful Analysis ◽  
Target Language ◽  
Intercultural Understanding ◽  
Pedagogical Strategies ◽  
Efl Learners ◽  
Native Culture ◽  
Foreign Language Learners ◽  
Globalized World ◽  
Target Culture

Our current globalized world has become a space where many cultures are in permanent contact. Now, we are living in an interconnected world that requires us to be tolerant with others. This article describes some processes through which adult EFL learners developed intercultural understanding. This research aimed to provide clear examples of how significant and necessary it is to give foreign language learners the chance to become aware of the foreign culture while they are becoming proficient in the target language. In addition, this paper also accounts for some kinds of intercultural connections the students make between their native culture and the target one. Through a careful analysis of the data collected, this qualitative case study shows that by implementing different types of pedagogical strategies the students are able to go beyond superficial ideas about the target culture which help them become more open-minded towards other forms of perceiving reality.

scholarly journals Possibilities of Independent Learning in Two Self-Access Facilities of an Iranian University

2014 ◽  
pp. 235-245
Author(s):  
Afshin Mohammadi
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Independent Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Computer Center ◽  
Humanities Faculty ◽  
The Status ◽  
The University

The roles that self-access centers play in language learners’ development of autonomy considerably vary in accordance with the institutional features attributed to their structure and the services they offer. As part of a larger study which assessed 100 learners’ readiness for autonomy, this paper reports on the status quo of two facilities at the humanities faculty of an Iranian university, based on English-as-Foreign-Language (EFL) learners’ views and practices. Seven undergraduate EFL learners from various years of study were asked to describe the ways in which they exploit self-access services for language learning purposes and express their opinions vis-à-vis their functionality through semi-structured interviews. Findings reveal that most learners preferred not to attend the computer center, principally because, the Internet, as the most widely acknowledged service, had become available in other places around the university, such as in the dormitory. The reasons for this reluctance are highlighted, along with a presentation of some suggestions for upgrading learners’ participation in self-access language learning in similar contexts.

scholarly journals The Influence of CLL on EFL Learners’ Speaking Skill

2018 ◽  
Vol 5 (2) ◽  
pp. 48-56
Author(s):  
Muhammad Ilyas
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Efl Learners ◽  
Post Test ◽  
Speaking Skill ◽  
The Mean ◽  
The University

Some students in the university got some difficulties to express their ideas, especially expressing in foreign language such as English. How to start comunication and interaction sometime need someone to stimulate. The phenomenon often encountered in various levels of education even to the students college. The students tended to be very subjective towards topics, their peer or even partner. In the teaching and learning process, the teacher not only transfer the information to the students but also facilitate the students, stimulate to learn English and provide the technique suitable with the students’ need. Teaching English language might be carried out through several techniques, one of them was CLL (Community Language Learning). In this technique, students were treated as clients who could express their problems to the counselor as well as in the community. In addition, the teacher played the role of translator to help students express themselves using English. This means that learners had enough opportunities to speak without worrying about their limitations in using English. The results showed that CLL helped students to express ideas systematically. The ideas were organized well, understandable, and standardized. In addition, CLL improved the result of students’ score in speaking skill. The mean score increased from 54.74 in pre-test to 72.86 in post-test. It means that CLL gave good influence on students’ speaking skill.

scholarly journals cours de langues dans le contexte universitaire : quelle place pour la compétence interculturelle à l'ère du numérique?

2021 ◽  
pp. 397-419
Author(s):  
Khalil Moussafir
Keyword(s):  
Language Learning ◽  
Intercultural Competence ◽  
Central Place ◽  
Intercultural Communication Competence ◽  
Coopération Internationale ◽  
Collective Levels ◽  
Language Classroom ◽  
The Individual ◽  
The University ◽  
Cultural Openness

Este artículo tiene como objetivo aclarar el lugar significativo de la interculturalidad en el aula de idiomas. De hecho, las sociedades actuales están expuestas a cambios profundos a nivel individual y colectivo bajo el efecto de la digitalización. Esto significa que el individuo experimenta una nueva socialización, una especie de socialización digital dentro de la cual la dimensión intercultural ocupa un lugar central a través de la apertura lingüística y cultural al otro. Esta situación presenta a la escuela nuevos desafíos. Más allá de las consideraciones didácticas y puramente lingüísticas, el aprendizaje de idiomas adquiere toda su significación al poner en práctica los conceptos fundacionales de la interculturalidad como la competencia intercultural o la competencia comunicativa intercultural. Lo mostraremos a partir de los programas lingüísticos de cooperación internacional, en particular los de la asociación entre la Universidad Hassan1er en Marruecos y la Haute école d'Hénallux en Bélgica. This article aims to highlight the significant place of interculturality in the language classroom. Indeed, current societies are exposed to profound changes at the individual and collective levels under the effect of digitization. This means that the individual experiences a new socialization, a kind of digital socialization within which the intercultural dimension occupies a central place through linguistic and cultural openness to the other. This situation presents the school with new challenges. Beyond didactic and purely linguistic considerations, language learning takes on its full significance by putting to work the founding concepts of interculturality such as intercultural competence or intercultural communication competence. We will show this from the linguistic programs of international cooperation, in particular those of the partnership between the University Hassan1er in Morocco and the Haute école d'Hénallux in Belgium. Le présent article vise à éclairer la place prégnante de l’interculturel dans la classe de langue. En effet, les sociétés actuelles sont exposées à de profondes mutations sur les plans individuel et collectif sous l’effet de la digitalisation. Ce qui fait que l’individu vit une nouvelle socialisation, une sorte de socialisation numérique au sein de laquelle la dimension interculturelle occupe une place centrale par l’ouverture linguistique et culturelle sur l’autre. Cette situation met l’école face à de nouveaux défis. Au-delà des considérations didactiques et purement linguistiques, l’apprentissage des langues prend toute sa signification en mettant à l’œuvre les concepts fondateurs de l’interculturel à l’instar de la compétence interculturelle ou de la compétence à la communication interculturelle. Nous montrerons cela à partir des programmes linguistiques de coopération internationale, notamment ceux du partenariat entre l’Université Hassan1er au Maroc et la Haute école d’Hénallux en Belgique.

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