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Yükseköğrenimde İngilizce öğrenenlerin kültürlerarası farkındalıklarını geliştirmek için metin temelli bir yaklaşım

Year 2023, Volume: 12 Issue: 2, 106 - 121, 30.04.2023
https://doi.org/10.19128/turje.1186875

Abstract

Son araştırmalar, öğrencilere diğer kültürlerle anlamları müzakere etme ve kendi kültürlerini eleştirel olarak değerlendirme ve yansıtma fırsatı verilmesi gerektiğini öne sürmektedir. Metinler, özellikle öğrencilerin gerçek zamanlı gözlemler yoluyla diğer kültürleri deneyimleme şansına sahip olmadığı bağlamlarda, bu tür fırsatları sağlamak için büyük bir potansiyele sahiptir. Bu vaka çalışması, metin etnografı olarak okuyucu yaklaşımının kültürlerarası farkındalığı yükseköğrenimde teşvik etmek için neler sunduğunu araştırmaktadır. Bu amaçla belirli kriterlere göre seçilmiş yedi okuma metni çerçevesinde 15 haftalık bir uygulama tasarlanmıştır. Veriler, öğrencilerin yazılı üretimleri, sınıf video kayıtları, uygulama sonrası anket ve anahtar bilgilendirici mülakatları yoluyla toplanmıştır. Bulgular, metinleri metin etnografı olarak okuyucu yaklaşımıyla birlikte çalışmanın, öğrenenlerin kültür, ötekilik ve benliğin karmaşıklığını anlama gibi alanlarda kültürlerarası farkındalıklarını geliştirmelerine yardımcı olduğunu ortaya koymuştur. Ayrıca bulgular, öğrencilerin uygulama sırasında satır aralarını okuma ve metin analizi gibi belirli alanlarda zorluk yaşadıklarını da göstermiştir.

References

  • Abdallah‐Pretceille, M. (2006). Interculturalism as a paradigm for thinking about diversity, Intercultural Education, 17(5), 475-483. https://doi.org/10.1080/14675980601065764
  • Ağçam, R., & Babanoğlu, M. P. (2019). A comparative research on perceived EAP competencies of Turkish academics. Arab World English Journal, 10(4), 44-61. https://dx.doi.org/10.24093/awej/vol10no4.4
  • Almarza, G. G., Martínez, D. R., & Llavador, F. B. (2015). Identifying students’ intercultural communicative competence at the beginning of their placement: Towards the enhancement of study abroad programmes. Intercultural Education, 26(1), 73-85. https://doi.org/10.1080/14675986.2015.997004
  • Altınmakas, D., & Bayyurt, Y. (2019). An exploratory study on factors influencing undergraduate students’ academic writing practices in Turkey. Journal of English for Academic Purposes, 37, 88-103. https://doi.org/10.1016/j.jeap.2018.11.006
  • Avgousti, M. I. (2018) Intercultural communicative competence and online exchanges: A systematic review. Computer Assisted Language Learning, 31(8), 819-853. https://doi.org/10.1080/09588221.2018.1455713
  • Babanoğlu, M. P., & Ağçam, R. (2016). Learner perceptions on EFL teaching practices in Turkish higher education. Turkish Journal of Education, 5(3), 146-156. https://doi.org/10.19128/turje.94535
  • Baker, W. (2012). From cultural awareness to intercultural awareness: Culture in ELT. ELT Journal, 66(1), 62-70. https://doi.org/10.1093/elt/ccr017
  • Baker, W. (2016). English as an academic lingua franca and intercultural awareness: Student mobility in the transcultural university. Language and Intercultural Communication, 16(3), 437-451. https://doi.org/10.1080/14708477.2016.1168053
  • Baker, W. (2022). From intercultural to transcultural communication. Language and Intercultural Communication, 22(3), 280-293. https://doi.org/10.1080/14708477.2021.2001477
  • Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise & Health, 11(4), 589-597. https://doi.org/10.1080/2159676X.2019.1628806
  • Byram, M. (2021). Teaching and assessing intercultural communicative competence: Revisited. Multilingual Matters. https://doi.org/10.21832/BYRAM0244
  • Çetin, A., & Ağçam, R. (2021). Göçmen öğretmen adaylarının eğitim fakültesinde almış oldukları eğitime ilişkin algıları [Immigrant teacher candidates’ perceptions on their training at faculty of education]. Milli Eğitim, 50(1), 875-893. http://www.doi.org/10.37669/milliegitim.902519
  • Cierpisz, A. (2019). Dismantling intercultural competence: A proposal for interpreting the concept of critical cultural awareness in an L2 teaching context. Neofilolog, 52(2), 227-243. https://doi.org/10.14746/n.2019.52.2.3
  • Corbett, J. (2022a). An intercultural approach to English language teaching (2nd ed.). Multilingual Matters.
  • Corbett, J. (2022b). Revisiting mediation: Implications for intercultural language education. Language and Intercultural Communication, 21(1), 8-23. https://doi.org/10.1080/14708477.2020.1833897
  • Council of Europe. (2020). Common European framework of reference for languages: Learning, teaching, assessment. Companion volume. Council of Europe.
  • Dasli, M. (2011). Reviving the ‘moments’: from cultural awareness and cross‐cultural mediation to critical intercultural language pedagogy. Pedagogy, Culture & Society, 19(1), 21-39. https://doi.org/10.1080/14681366.2011.527118
  • Dugartsyrenova, V. A., & Sardegna, V. G. (2019). Raising intercultural awareness through voice-based telecollaboration: perceptions, uses, and recommendations. Innovation in Language Learning and Teaching, 13(3), 205-220. https://doi.org/10.1080/17501229.2018.1533017
  • Escudero, M. D. P. (2013). Teaching intercultural awareness in the English as a foreign language classroom: a case study using critical reading. Intercultural Education, 24(3), 251-263. http://dx.doi.org/10.1080/14675986.2013.793037
  • Farrokh, P. (2019). The effectiveness of Hymes’ ethnography of communication model in teaching English learners reading comprehension. Learning and Teaching in Higher Education: Gulf Perspectives, 16(1), 1-9. https://doi.org/10.18538/lthe.v16.n1.315
  • Grandy, G. (2010). Instrumental case study. In A. J. Mills, G. Durepos, & E. Wiebe (Eds.), Encyclopedia of case study research (pp. 473-457). Sage.
  • Guo, S., & Jamal, Z. (2007). Nurturing cultural diversity in higher education: A critical review of selected models. Canadian Journal of Higher Education, 37(3), 27-49.
  • Hazaea, A. N. (2018). Fostering critical intercultural awareness among EFL students through critical discourse analysis. Íkala, 25(1), 17-33. https://doi.org/10.17533/udea.ikala.v25n01a06
  • Heggernes, S. L. (2019). Opening a dialogic space: Intercultural learning through picturebooks. Children’s Literature in English Language Education, 7(2), 37-60.
  • Heggernes, S. L. (2021). A critical review of the role of texts in fostering intercultural communicative competence in the English language classroom. Educational Research Review, 33, 1-12. https://doi.org/10.1016/j.edurev.2021.100390
  • Hirvela, A. (1996). Reader-response theory and ELT. ELT Journal, 50(2), 127-134. https://doi.org/10.1093/elt/50.2.127
  • Hoff, H. E. (2019). Fostering the “intercultural reader”? An empirical study of socio-cultural approaches to EFL literature. Scandinavian Journal of Educational Research, 63(3), 443–464. https://doi.org/10.1080/00313831.2017.1402366
  • Hyland, K. (2021). Teaching and researching writing. Routledge.
  • Kamaşak, R., Sahan, K., & Rose, H. (2021). Academic language-related challenges at an English-medium university. Journal of English for Academic Purposes, 49. https://doi.org/10.1016/j.jeap.2020.100945
  • Keles, U., & Yazan, B. (2020). Representation of cultures and communities in a global ELT textbook: A diachronic content analysis. Language Teaching Research, https://doi.org/10.1177/1362168820976922
  • Kemaloğlu-Er, E. (2022). Project-based EFL learning at the tertiary level: Research, translation, creativity and interaction. Turkish Journal of Education, 11(3), 162-182. https://doi.org/10.19128/turje.1061653
  • Kiczkowiak, M. (2020). Seven principles for writing materials for English as a lingua franca. ELT Journal, 74(1), 1-9. https://doi.org/10.1093/elt/ccz042
  • Kırkgöz, Y., & Ağçam, R. (2011). Exploring culture in locally published English textbooks for primary education in Turkey. Center for Educational Policy Studies Journal, 1(1), 53-167. https://doi.org/10.26529/cepsj.445
  • Kusumaningputri, R., & Widodo, H. P. (2018). Promoting Indonesian university students’ critical intercultural awareness in tertiary EAL classrooms: The use of digital photograph-mediated intercultural tasks. System, 72, 49-61. https://doi.org/10.1016/j.system.2017.10.003
  • Lan, S-W. (2020). Intercultural interaction in English: Taiwanese university students’ investment and resistance in culturally mixed groups. Sage Open, 10(3). https://doi.org/10.1177/2158244020941863
  • Lee, J. W. (2020). The role of informal digital learning of English and a high-stakes English test on perceptions of English as an international language. Australasian Journal of Educational Technology, 36(2), 155-168. https://doi.org/10.14742/ajet.5319
  • Lee, W. Y. (1995). Authenticity revisited: Text authenticity and learner authenticity. ELT Journal, 49(4), 323-328. https://doi.org/10.1093/elt/49.4.323
  • Lester, J. N., Cho, Y., & Lochmiller, C. R. (2020). Learning to do qualitative data analysis: A starting point. Human Resource Development Review, 19(1) 94-106. https://doi.org/10.1177/1534484320903890
  • Linares, S. M. (2016). Othering: Towards a critical cultural awareness in the language classroom. HOW, 23(1), 129-146. http://dx.doi.org/10.19183/how.23.1.157
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
  • Markovich, D. Y. (2018). Culture instead of politics: Negotiating ‘otherness’ in intercultural educational activity. Intercultural Education, 29(2), 281-300. https://doi.org/10.1080/14675986.2018.1429729
  • Martin, T. J., Esteve-Faubel, J. M., & Esteve-Faube, R. P. (2021). Developing intercultural citizenship competences in higher education by using a literary excerpt in an English as a foreign language (EFL) context. Intercultural Education, 32(6), 649-666. https://doi.org/10.1080/14675986.2021.1985804
  • Masterson, M. (2018). Self-discovery through the experiential co-construction of life stories in the foreign language classroom. Journal of Experiential Education, 41(4) 341-355. https://doi.org/10.1177/1053825918785396
  • Parks, E. (2020). The separation between language and content in modern language degrees: Implications for students’ development of critical cultural awareness and criticality. Language and Intercultural Communication, 20(1), 22-36. https://doi.org/10.1080/14708477.2019.1679161
  • Parsons, (2008). Key informants. In P. J. Lavrakas (Ed.), Encyclopedia of survey research methods (p. 407). Sage.
  • Perry, L. B., & Southwell, L. (2011) Developing intercultural understanding and skills: models and approaches, Intercultural Education, 22(6), 453–466. https://doi.org/10.1080/14675986.2011.644948
  • Piatkowska, K. (2015). From cultural knowledge to intercultural communicative competence: Changing perspectives on the role of culture in foreign language teaching. Intercultural Education, 26(5), 397-408. https://doi.org/10.1080/14675986.2015.1092674
  • Polisca, E. (2011). Language learning and the raising of cultural awareness through Internet telephony: A case study. The Language Learning Journal, 39(3), 329-343. http://dx.doi.org/10.1080/09571736.2010.538072
  • Porto, M., & Zembylas, M. (2020). Pedagogies of discomfort in foreign language education: cultivating empathy and solidarity using art and literature. Language and Intercultural Communication, 20(4), 356-374. https://doi.org/10.1080/14708477.2020.1740244
  • Quist, G. (2013). Reading with my eyes open: Embracing the critical and the personal in language pedagogy. Ubiquity Press.
  • Ribeiro, S. P. M. (2016). Developing intercultural awareness using digital storytelling. Language and Intercultural Communication, 16(1), 69-82. https://doi.org/10.1080/14708477.2015.1113752
  • Schat, E., van der Knaap, E., & de Graaff, R. (2021). Key principles for an integrated intercultural literary pedagogy: An educational design research project on arts integration for intercultural competence. Language Teaching Research, (Online First). https://doi.org/10.1177/13621688211045012
  • Sharifian, F., Rochecouste, J., & Malcolm, G. (2004). ‘But it was all a bit confusing’: Comprehending Aboriginal English texts. Language, Culture and Curriculum, 17(3), 203-228. https://doi.org/10.1080/07908310408666694
  • Stake, R. (2005). Qualitative case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 443-466). Sage.
  • Sung, C. C. M. (2017). Out-of-class communication and awareness of English as a lingua franca. ELT Journal, 72(1), 15-25. https://doi.org/10.1093/elt/ccx024
  • Tecador, M., & Vasseur, R. (2020). Videoconferencing and the development of intercultural competence: Insights from students’ self-reflections. Foreign Language Annals, 53(4), 761-784. https://doi.org/10.1111/flan.12495
  • Yu, Q., & Van Maele, J. (2018). Fostering intercultural awareness in a Chinese English reading class. Chinese Journal of Applied Linguistics, 41(3), 357-375. https://doi.org/10.1515/cjal-2018-0027
  • Yue, J. (2019). Use of foreign films in cultivating intercultural communicative competence in ELT: A case study. Theory and Practice in Language Studies, 9(2), 198-203. http://dx.doi.org/10.17507/tpls.0902.09

A text-based approach to developing EFL learners’ intercultural awareness in Higher Education

Year 2023, Volume: 12 Issue: 2, 106 - 121, 30.04.2023
https://doi.org/10.19128/turje.1186875

Abstract

Recent research suggests that learners should be provided with opportunities to negotiate meanings with other cultures and critically evaluate and reflect on their own culture. Texts have a great potential to provide such opportunities, especially in contexts where learners do not have the chance to experience other cultures through real-time observations. This case study investigates what the readers-as-text-ethnographers approach (RaTE) offers to promote intercultural awareness (ICA) in higher education. To this end, seven texts were selected following certain criteria, and a 15-week implementation was designed. Data were collected through learners’ written productions, classroom video recordings, a post-implementation survey, and key informant interviews. Findings revealed that studying texts with the RaTE approach helped the learners develop their ICA in understanding the complexity of culture, otherness, and self. Furthermore, findings also showed that the learners had difficulties in certain areas, such as reading between the lines and textual analysis during the implementation.

References

  • Abdallah‐Pretceille, M. (2006). Interculturalism as a paradigm for thinking about diversity, Intercultural Education, 17(5), 475-483. https://doi.org/10.1080/14675980601065764
  • Ağçam, R., & Babanoğlu, M. P. (2019). A comparative research on perceived EAP competencies of Turkish academics. Arab World English Journal, 10(4), 44-61. https://dx.doi.org/10.24093/awej/vol10no4.4
  • Almarza, G. G., Martínez, D. R., & Llavador, F. B. (2015). Identifying students’ intercultural communicative competence at the beginning of their placement: Towards the enhancement of study abroad programmes. Intercultural Education, 26(1), 73-85. https://doi.org/10.1080/14675986.2015.997004
  • Altınmakas, D., & Bayyurt, Y. (2019). An exploratory study on factors influencing undergraduate students’ academic writing practices in Turkey. Journal of English for Academic Purposes, 37, 88-103. https://doi.org/10.1016/j.jeap.2018.11.006
  • Avgousti, M. I. (2018) Intercultural communicative competence and online exchanges: A systematic review. Computer Assisted Language Learning, 31(8), 819-853. https://doi.org/10.1080/09588221.2018.1455713
  • Babanoğlu, M. P., & Ağçam, R. (2016). Learner perceptions on EFL teaching practices in Turkish higher education. Turkish Journal of Education, 5(3), 146-156. https://doi.org/10.19128/turje.94535
  • Baker, W. (2012). From cultural awareness to intercultural awareness: Culture in ELT. ELT Journal, 66(1), 62-70. https://doi.org/10.1093/elt/ccr017
  • Baker, W. (2016). English as an academic lingua franca and intercultural awareness: Student mobility in the transcultural university. Language and Intercultural Communication, 16(3), 437-451. https://doi.org/10.1080/14708477.2016.1168053
  • Baker, W. (2022). From intercultural to transcultural communication. Language and Intercultural Communication, 22(3), 280-293. https://doi.org/10.1080/14708477.2021.2001477
  • Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise & Health, 11(4), 589-597. https://doi.org/10.1080/2159676X.2019.1628806
  • Byram, M. (2021). Teaching and assessing intercultural communicative competence: Revisited. Multilingual Matters. https://doi.org/10.21832/BYRAM0244
  • Çetin, A., & Ağçam, R. (2021). Göçmen öğretmen adaylarının eğitim fakültesinde almış oldukları eğitime ilişkin algıları [Immigrant teacher candidates’ perceptions on their training at faculty of education]. Milli Eğitim, 50(1), 875-893. http://www.doi.org/10.37669/milliegitim.902519
  • Cierpisz, A. (2019). Dismantling intercultural competence: A proposal for interpreting the concept of critical cultural awareness in an L2 teaching context. Neofilolog, 52(2), 227-243. https://doi.org/10.14746/n.2019.52.2.3
  • Corbett, J. (2022a). An intercultural approach to English language teaching (2nd ed.). Multilingual Matters.
  • Corbett, J. (2022b). Revisiting mediation: Implications for intercultural language education. Language and Intercultural Communication, 21(1), 8-23. https://doi.org/10.1080/14708477.2020.1833897
  • Council of Europe. (2020). Common European framework of reference for languages: Learning, teaching, assessment. Companion volume. Council of Europe.
  • Dasli, M. (2011). Reviving the ‘moments’: from cultural awareness and cross‐cultural mediation to critical intercultural language pedagogy. Pedagogy, Culture & Society, 19(1), 21-39. https://doi.org/10.1080/14681366.2011.527118
  • Dugartsyrenova, V. A., & Sardegna, V. G. (2019). Raising intercultural awareness through voice-based telecollaboration: perceptions, uses, and recommendations. Innovation in Language Learning and Teaching, 13(3), 205-220. https://doi.org/10.1080/17501229.2018.1533017
  • Escudero, M. D. P. (2013). Teaching intercultural awareness in the English as a foreign language classroom: a case study using critical reading. Intercultural Education, 24(3), 251-263. http://dx.doi.org/10.1080/14675986.2013.793037
  • Farrokh, P. (2019). The effectiveness of Hymes’ ethnography of communication model in teaching English learners reading comprehension. Learning and Teaching in Higher Education: Gulf Perspectives, 16(1), 1-9. https://doi.org/10.18538/lthe.v16.n1.315
  • Grandy, G. (2010). Instrumental case study. In A. J. Mills, G. Durepos, & E. Wiebe (Eds.), Encyclopedia of case study research (pp. 473-457). Sage.
  • Guo, S., & Jamal, Z. (2007). Nurturing cultural diversity in higher education: A critical review of selected models. Canadian Journal of Higher Education, 37(3), 27-49.
  • Hazaea, A. N. (2018). Fostering critical intercultural awareness among EFL students through critical discourse analysis. Íkala, 25(1), 17-33. https://doi.org/10.17533/udea.ikala.v25n01a06
  • Heggernes, S. L. (2019). Opening a dialogic space: Intercultural learning through picturebooks. Children’s Literature in English Language Education, 7(2), 37-60.
  • Heggernes, S. L. (2021). A critical review of the role of texts in fostering intercultural communicative competence in the English language classroom. Educational Research Review, 33, 1-12. https://doi.org/10.1016/j.edurev.2021.100390
  • Hirvela, A. (1996). Reader-response theory and ELT. ELT Journal, 50(2), 127-134. https://doi.org/10.1093/elt/50.2.127
  • Hoff, H. E. (2019). Fostering the “intercultural reader”? An empirical study of socio-cultural approaches to EFL literature. Scandinavian Journal of Educational Research, 63(3), 443–464. https://doi.org/10.1080/00313831.2017.1402366
  • Hyland, K. (2021). Teaching and researching writing. Routledge.
  • Kamaşak, R., Sahan, K., & Rose, H. (2021). Academic language-related challenges at an English-medium university. Journal of English for Academic Purposes, 49. https://doi.org/10.1016/j.jeap.2020.100945
  • Keles, U., & Yazan, B. (2020). Representation of cultures and communities in a global ELT textbook: A diachronic content analysis. Language Teaching Research, https://doi.org/10.1177/1362168820976922
  • Kemaloğlu-Er, E. (2022). Project-based EFL learning at the tertiary level: Research, translation, creativity and interaction. Turkish Journal of Education, 11(3), 162-182. https://doi.org/10.19128/turje.1061653
  • Kiczkowiak, M. (2020). Seven principles for writing materials for English as a lingua franca. ELT Journal, 74(1), 1-9. https://doi.org/10.1093/elt/ccz042
  • Kırkgöz, Y., & Ağçam, R. (2011). Exploring culture in locally published English textbooks for primary education in Turkey. Center for Educational Policy Studies Journal, 1(1), 53-167. https://doi.org/10.26529/cepsj.445
  • Kusumaningputri, R., & Widodo, H. P. (2018). Promoting Indonesian university students’ critical intercultural awareness in tertiary EAL classrooms: The use of digital photograph-mediated intercultural tasks. System, 72, 49-61. https://doi.org/10.1016/j.system.2017.10.003
  • Lan, S-W. (2020). Intercultural interaction in English: Taiwanese university students’ investment and resistance in culturally mixed groups. Sage Open, 10(3). https://doi.org/10.1177/2158244020941863
  • Lee, J. W. (2020). The role of informal digital learning of English and a high-stakes English test on perceptions of English as an international language. Australasian Journal of Educational Technology, 36(2), 155-168. https://doi.org/10.14742/ajet.5319
  • Lee, W. Y. (1995). Authenticity revisited: Text authenticity and learner authenticity. ELT Journal, 49(4), 323-328. https://doi.org/10.1093/elt/49.4.323
  • Lester, J. N., Cho, Y., & Lochmiller, C. R. (2020). Learning to do qualitative data analysis: A starting point. Human Resource Development Review, 19(1) 94-106. https://doi.org/10.1177/1534484320903890
  • Linares, S. M. (2016). Othering: Towards a critical cultural awareness in the language classroom. HOW, 23(1), 129-146. http://dx.doi.org/10.19183/how.23.1.157
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
  • Markovich, D. Y. (2018). Culture instead of politics: Negotiating ‘otherness’ in intercultural educational activity. Intercultural Education, 29(2), 281-300. https://doi.org/10.1080/14675986.2018.1429729
  • Martin, T. J., Esteve-Faubel, J. M., & Esteve-Faube, R. P. (2021). Developing intercultural citizenship competences in higher education by using a literary excerpt in an English as a foreign language (EFL) context. Intercultural Education, 32(6), 649-666. https://doi.org/10.1080/14675986.2021.1985804
  • Masterson, M. (2018). Self-discovery through the experiential co-construction of life stories in the foreign language classroom. Journal of Experiential Education, 41(4) 341-355. https://doi.org/10.1177/1053825918785396
  • Parks, E. (2020). The separation between language and content in modern language degrees: Implications for students’ development of critical cultural awareness and criticality. Language and Intercultural Communication, 20(1), 22-36. https://doi.org/10.1080/14708477.2019.1679161
  • Parsons, (2008). Key informants. In P. J. Lavrakas (Ed.), Encyclopedia of survey research methods (p. 407). Sage.
  • Perry, L. B., & Southwell, L. (2011) Developing intercultural understanding and skills: models and approaches, Intercultural Education, 22(6), 453–466. https://doi.org/10.1080/14675986.2011.644948
  • Piatkowska, K. (2015). From cultural knowledge to intercultural communicative competence: Changing perspectives on the role of culture in foreign language teaching. Intercultural Education, 26(5), 397-408. https://doi.org/10.1080/14675986.2015.1092674
  • Polisca, E. (2011). Language learning and the raising of cultural awareness through Internet telephony: A case study. The Language Learning Journal, 39(3), 329-343. http://dx.doi.org/10.1080/09571736.2010.538072
  • Porto, M., & Zembylas, M. (2020). Pedagogies of discomfort in foreign language education: cultivating empathy and solidarity using art and literature. Language and Intercultural Communication, 20(4), 356-374. https://doi.org/10.1080/14708477.2020.1740244
  • Quist, G. (2013). Reading with my eyes open: Embracing the critical and the personal in language pedagogy. Ubiquity Press.
  • Ribeiro, S. P. M. (2016). Developing intercultural awareness using digital storytelling. Language and Intercultural Communication, 16(1), 69-82. https://doi.org/10.1080/14708477.2015.1113752
  • Schat, E., van der Knaap, E., & de Graaff, R. (2021). Key principles for an integrated intercultural literary pedagogy: An educational design research project on arts integration for intercultural competence. Language Teaching Research, (Online First). https://doi.org/10.1177/13621688211045012
  • Sharifian, F., Rochecouste, J., & Malcolm, G. (2004). ‘But it was all a bit confusing’: Comprehending Aboriginal English texts. Language, Culture and Curriculum, 17(3), 203-228. https://doi.org/10.1080/07908310408666694
  • Stake, R. (2005). Qualitative case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 443-466). Sage.
  • Sung, C. C. M. (2017). Out-of-class communication and awareness of English as a lingua franca. ELT Journal, 72(1), 15-25. https://doi.org/10.1093/elt/ccx024
  • Tecador, M., & Vasseur, R. (2020). Videoconferencing and the development of intercultural competence: Insights from students’ self-reflections. Foreign Language Annals, 53(4), 761-784. https://doi.org/10.1111/flan.12495
  • Yu, Q., & Van Maele, J. (2018). Fostering intercultural awareness in a Chinese English reading class. Chinese Journal of Applied Linguistics, 41(3), 357-375. https://doi.org/10.1515/cjal-2018-0027
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There are 58 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Mehmet Galip Zorba 0000-0002-0100-2329

Early Pub Date April 30, 2023
Publication Date April 30, 2023
Acceptance Date April 13, 2023
Published in Issue Year 2023 Volume: 12 Issue: 2

Cite

APA Zorba, M. G. (2023). A text-based approach to developing EFL learners’ intercultural awareness in Higher Education. Turkish Journal of Education, 12(2), 106-121. https://doi.org/10.19128/turje.1186875

Turkish Journal of Education is licensed under CC BY-NC 4.0