Yabancı Dil olarak İngilizce Öğrenen Turizm Rehberliği Bölümü Öğrencilerinin Kültürlerarası İletişim Kaygıları, Küresel Vatandaşlık Algıları ve İngilizce Dilinde İletişimde İsteklilikleri

Abstract

Bu araştırma, bir devlet üniversitesinde Turizm Rehberliği Bölümü'nde öğrenim gören İngilizce yabancı dil öğrencilerinin Kültürlerarası İletişim Kaygısı, Küresel Vatandaşlık ve İngilizce Dilinde İletişim İsteklilikleri arasındaki ilişkiyi araştırmayı amaçlamaktadır. Nicel araştırma deseni benimsenen bu çalışmada demografik sorular, Kültürlerarası İletişim Kaygısı ölçeği, Küresel Vatandaşlık ölçeği ve İngilizce Dilinde İletişim İstekliliği ölçeğini içeren bir anket uygulandı. Turizm Rehberliği Bölümü'nde kayıtlı olan toplam 94 öğrenci çalışmaya dahil edildi. Bu çalışma, veri analizi, cinsiyet, sınıf ve bağımlı değişkenler arasındaki ilişkiyi incelemek için t-testleri, varyans analizi ve korelasyon analizini içermektedir. Bu çalışmanın bulguları, cinsiyetin İngilizce Dilinde İletişimde İsteklilik ve Kültürlerarası İletişim Kaygısı üzerinde istatistiksel olarak anlamlı bir etkisinin olmadığını ortaya koymuştur. Ancak, cinsiyetin Küresel Vatandaşlık inançları üzerinde önemli bir etkisi olduğu bulunmuştur. Ayrıca, sonuçlar, Kültürlerarası İletişim Kaygısı ile hem Küresel Vatandaşlık hem de İngilizce Dilinde İletişimde İsteklilik arasında önemli korelasyonlar bulunduğunu ortaya koymaktadır. Küresel Vatandaşlık ile İngilizce Dilinde İletişimde İsteklilik arasında anlamlı bir korelasyon bulunamamıştır. Bu bulgular, üniversitelerin Turizm Rehberliği Bölümlerinde sunulan programların dinamikleri hakkında öngörüler sunmaktadır.

Keywords

• Kültürlerarası İletişim Kaygısı
• Küresel Vatandaşlık
• İngilizce Dilinde İletişimde İsteklilik
• Turizm Rehberliği.

Exploring Intercultural Communication Apprehension, Global Citizenship, and Willingness to Communicate in English among EFL Learners of Tourism Guidance Department

Abstract

This research aimed to investigate the relationship between the Intercultural Communication Apprehension (ICA), Global Citizenship (GC), and Willingness to Communicate (WCT) in English of EFL learners who are studying at the Tourism Guidance Department in a public university. A quantitative research design was adopted in this study and a questionnaire was implemented including demographic questions, ICA scale, GC scale, and WCT in English scale. A total of 94 students were included in the study, who were enrolled in the Department of Tourism Guidance. The data analysis included t-tests, analysis of variance (ANOVA), and correlation analysis to examine the relationship among gender, class, and the dependent variables. The findings of this study revealed that there was no statistically significant effect of gender on WCT in English and on ICA. However, gender was found to have a significant effect on GC beliefs. Furthermore, the results revealed that there were significant correlations between ICA and both GC and WCT in English. However, no significant correlation was found between GC and WCT in English. These findings offer valuable insights into the dynamics of programs offered in Tourism Guidance Departments of universities.

Keywords

• Intercultural Communication Apprehension (ICA)
• Global Citizenship (GC)
• Willingness to Communicate (WCT) in English
• Tourism Guidance.

References

1. Ait-Bouzid, H. (2020). Exploring global citizenship as a cross-curricular theme in Moroccan ELT textbooks. Eurasian Journal of Applied Linguistics, 6(2), 229-242.
2. Akçay, K., Altinay, F., Altınay, Z., Daglı, G., Shadiev, R., Altinay, M., ... & Okur, Z. G. (2024). Global Citizenship for the Students of Higher Education in the Realization of Sustainable Development Goals. Sustainability, 16(4), 1604.
3. Akkari, A., & Maleq, K. (2020). Global citizenship education: Recognizing diversity in a global world. In Global citizenship education: Critical and international perspectives (pp. 3-13). Cham: Springer International Publishing.
4. Amaratunga, D., Baldry, D., Sarshar, M., & Newton, R. (2002). Quantitative and qualitative research in the built environment: application of “mixed” research approach. Work study, 51(1), 17-31.
5. Aririguzoh, S. (2022). Communication competencies, culture and SDGs: effective processes to cross-cultural communication. Humanities and Social Sciences Communications, 9(1), 1-11.
6. Bektaş Çetinkaya, Y. B. (2005). Turkish college students' willingness to communicate in English as a foreign language (Doctoral dissertation, The Ohio State University).
7. Bendeck, J., Briceño, L., Jiménez, Y., & Zuluaga, E. (2023). Global Citizenship: The Contribution of English Language Learning to the Development of Global Citizens. IOSR Journal of Humanities and Social Science (IOSR-JHSS), 28(4), Series 6, 56-63. DOI: 10.9790/0837-2804065663
8. Bloomfield, J., & Fisher, M. J. (2019). Quantitative research design. Journal of the Australasian Rehabilitation Nurses Association, 22(2), 27-30.

9. Bozkaya, M., & Erdem Aydın, İ. (2010). Intercultural communication apprehension: The case of Anadolu University for the Erasmus student exchange program. Connectist: İstanbul University Journal of Communication Sciences, 39, 29–40.
10. Byram, M. (2020). Teaching and assessing intercultural communicative competence: Revisited. Multilingual matters.
11. Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming. New York: Routledge.
12. Cao, Y. (2013). Exploring dynamism in willingness to communicate: A longitudinal case study. Australian Review of Applied Linguistics, 36(2), 160-176.
13. Cavanagh, C. (2020). The role of English in global citizenship. Journal of Global Citizenship & Equity Education, 7(1).
14. Cherdchoopong, J. (2020). A study of English communication problems in listening and speaking of third-year students majoring in English at a public university in Bangkok (Master’s Thesis, Thammasat University).
15. Creswell, J. W. (2021). A concise introduction to mixed methods research. SAGE publications.
16. De Wit, H. (2016). Internationalisation and the role of online intercultural exchange. In Online intercultural exchange (pp. 69-82). Routledge.
17. Djouhaina, C. (2022). Describing the Role of English as a Lingua Franca in Facilitating Intercultural Communication in the Tourism Industry The case of the Travel Agencies in Biskra. Master’s Thesis. University of Biskra.
18. Dombi, J. (2013). A mixed method study on English majors’ intercultural communicative competence (Unpublished Dissertation). University of Pécs, Hungary.
19. Etzkorn, N., & Reese, G. (2022). The Impact of Globalization on How We Learn: Global Citizenship Education as a Transformative Learning Approach Towards Global Identities. In Globalized Identities: The Impact of Globalization on Self and Identity (pp. 301-326). Cham: Springer International Publishing.
20. Fang F., Baker W. (2021). Implementing a critical pedagogy of global Englishes in ELT from the lens of EMI and intercultural citizenship. Bloomsbury World Englishes 3 177. 10.5040/9781350065918.0021
21. Ghonsooly, B., Fatemi, A. H., & Khajavy, G. (2014). Examining the relationships between willingness to communicate in English, communication confidence, and classroom environment. International journal of research studies in educational technology, 3(1).
22. Gürbüz, A., Abi, M., & Canlı, B. (2023). Students’ Perceived Cultural Styles, Second Language Communication, and Confidence in Communication. Journal of Business, Communication & Technology, 2(1), 13-25.
23. Hernández Guzmán, D., & Hernández García de Velazco, J. (2024). Global Citizenship: Towards a Concept for Participatory Environmental Protection. Global Society, 1-28.
24. Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern language journal, 70(2), 125-132.
25. Hu, W. (2024). Social Withdrawal: A Systematic Review of the Influencing Mechanism, Forming Reason and Discussing the Affected Groups. Journal of Education, Humanities and Social Sciences, 26, 645-654.
26. Khukhlaev, O. E., Gritsenko, V. V., Pavlova, O. S., Tkachenko, N. V., Usubian, S. A., & Shorokhova, V. A. (2020). Comprehensive model of intercultural competence: theoretical substantiation. RUDN Journal of Psychology and Pedagogics, 17(1), 13-28.
27. Kim, S. S., Liu, M., Qiao, A., & Miller, L. C. (2022). “I Want to Be Alone, but I Don’t Want to Be Lonely”: Uncertainty Management Regarding Social Situations among College Students with Social Anxiety Disorder. Health Communication, 37(13), 1650-1660.
28. Koçak, Ö. F. (2022). Investigating the Effect of Intercultural Communication Apprehension on Intercultural Willingness to Communicate with Structural Equation Modeling. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (48), 118-128.
29. Lahuerta, A. C. (2014). Factors affecting willingness to communicate in a Spanish university context. International Journal of English Studies, 14(2), 39-55.
30. Leung, Y. F., Spenceley, A., Hvenegaard, G., Buckley, R., & Groves, C. (2018). Tourism and visitor management in protected areas: Guidelines for sustainability (Vol. 27). Gland, Switzerland: IUCN.
31. Ma, R. (2023). Background of anxiety and existential angst: A review of literature. Applied Psychology Research, 1(1).
32. Mantra, I. B. N., Widiastuti, I. A. M. S., Handayani, N. D., & Pramawati, A. A. I. Y. (2020). English Language urgency for tourism and hospitality employees to boost global economy. PalArch's Journal of Archaeology of Egypt/Egyptology, 17(7), 5458-5469.
33. McCroskey, J. C. (1992). Reliability and validity of the willingness to communicate scale. Communication Quarterly, 40(1), 16-25.
34. McCroskey, J. C., & Baer, J. E. (1985). Willingness to communicate: The construct and its measurement.
35. McCroskey, J. C., & Richmond, V. P. (1990). Willingness to communicate: Differing cultural perspectives. Southern Journal of Communication, 56(1), 72-77.
36. Morais, D. B., & Ogden, A. C. (2011). Initial development and validation of the global citizenship scale. Journal of studies in international education, 15(5), 445-466.
37. Nagy, B. C. (2005). Az egyéni kommunikációs jellemzők szerepe haladó szintű nyelvtanulók esetében. Magyar Pedagógia, 105(1), 5-27.
38. Nagy, B., & Nikolov, M. (2007). A qualitative inquiry into Hungarian English majors’ willingness to communicate in English: Classroom perspectives. Uprt, 16(3), 149-168.
39. Neuliep, J. W., & J.C. McCroskey (1997). The development of intercultural and interethnic communication apprehension scales. Communication Research Reports, 14(2), 145-156.
40. Prachanant, N. (2012). Needs analysis on English language use in tourism industry. Procedia-Social and Behavioral Sciences, 66, 117-125.
41. Reinders, H. & S. Wattana (2015). “Affect and Willingness to Communicate in Digital Game-Based Learning.” ReCALL 27 (1): 38–57. doi:10.1017/S0958344014000226
42. Şahin, İ. F., & Çermik, F. (2014). Küresel vatandaşlık ölçeğinin Türkçeye uyarlanması: Güvenirlik ve geçerlik çalışması. Doğu Coğrafya Dergisi, 19(31), 207-218.
43. Şahin, S. (2012). Tourist guides’ communication efficiencies: A cross-cultural comparison. Journal of Travel and Hospitality Management, 9(3), 52–69.
44. Schattle, H. (2010). Global citizenship in theory and practice. In The handbook of practice and research in study abroad (pp. 25-42). Routledge.
45. Seyitoglu, F., Guven, A., & Kocabulut, O. (2015). Effects of intercultural communication apprehension on satisfaction of foreign students. In First European Academic Research Conference on Global Business, Economics, Finance and Social Sciences (EARL 5Italy Conference). Milan, Italy.
46. Sockett, G. (2014). The Online Informal Learning of English. Basingstoke, London: Palgrave Macmillan.
47. Su, Y. C. (2021). College students’ oral communication strategy use, self-perceived English proficiency and confidence, and communication anxiety in Taiwan’s EFL learning. Educational Studies, 57(6), 650-669. Trisasanti, H., Dhammasaccakarn, W., Rinthaisong, I., & Limpradit, B. (2020). Intercultural communication apprehension as a mediator between generational differences and conflict. The Journal of Behavioral Science, 15(3), 66-84.
48. Van Essen, C. (2020). Intercultural Communication Apprehension: A multidimensional perspective of communication between international and domestic students [Master’s thesis, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato.
49. Wen Xu & Jorge Knijnik (2024) Teaching the English language in Chinese higher education: preparing critical citizens for the global village, Teaching in Higher Education, 29:1, 16-30, DOI: 10.1080/13562517.2021.1955339
50. Youssef, M. A. F. (2016). Willingness to Communicate in English: Academic Motivation and using English outside the Classroom as Predictors. American Journal of Applied Sciences, 13, 12.
51. Zeng, M. (2010). Chinese Students' Willingness to Communicate in English in Canada. Doctoral thesis. Windsor, Canada: The University of Windsor.