LANGUAGE ACADEMY
FACULTY OF SOCIAL SICENCES AND HUMANITY
GUI YI KEW SI NA
8th ICSHT 2024: 065-046
Developing Intercultural Communicative Competence in Chinese English Language Learners
UTM JOHOR BAHRU
OUTLINE
Research Background
Problem Statemen
t
Research Questions and Objectives
Theoretical
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Introduction
Literature review
Methodology
2
OUTLINE
INTRODUCTION
In China, progress in intercultural communicative competence (ICC) is evident through increased emphasis on intercultural communication in language education, growing international exchanges, and corporate recognition of ICC skills in the workplace.
Government initiatives, technology, and efforts to balance globalization with cultural preservation contribute to the evolving landscape of ICC in China, reflecting a dynamic interplay between advancements and ongoing hurdles.
While the government and educational institutions acknowledge the significance of ICC and have taken initial steps, the pressing need to address existing deficiencies in ICC development among students underscores the importance of integrating cultivation of comprehensive ICC teaching module into EFL curriculum.
There remains a significant gap in the availability of a comprehensive ICC English teaching module designed specifically to enhance Chinese students’ ICC in a specific course in China.
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Students’ Intercultural Communicative Competence in China
RESEARCH BACKGROUND
PROBLEM STATEMENT
There is insufficient empirical evidence documenting the practical approaches to implementing ICC teaching modules in EFL curriculum which lead to the development of Chinese students’ ICC in China.
Numerous studies have investigated the intercultural learning experiences of Chinese students enrolled in universities abroad such as in the UK, North America, and New Zealand.
While efforts have been made to integrate language and culture in the curriculum, there remains a paucity of research specifically focused on assessing the impact of ICC modules on students’ ICC skills, knowledge awareness and attitude.
The perception of ICC in the English language teaching class in China is multifaceted, encompassing challenges in knowledge, awareness, skills, and attitude.
RESEARCH OBJECTIVES AND RESAERCH QUESTIONS
Research Objectives | Research Questions |
1. To investigate the effect of intercultural communicative competence teaching module on students’ ICC development in terms of awareness, skill, knowledge, and attitude | 1. What does an English language class integrated with ICC teaching module affect students’ ICC in terms of skill, knowledge, awareness, and attitude? |
2. To examine the ways of students perceive the implementation of ICC teaching module on developing their ICC | 2. How do students perceive the implementation of ICC teaching module on developing their ICC? |
3. To examine the ways of the teacher perceive the implementation of ICC teaching module on developing students’ ICC | 3. How does the teacher perceive the implementation of ICC teaching module on developing students’ ICC? |
Intercultural Communicative Competence Theory（Byram, 1997,2022）
Intercultural Language Teaching theory
(Liddicoat,2004; Liddicoat&Scarino,2013)
Intercultural Foreign Language Teaching Theory
(Zhang,2012,2022)
Intercultural Communicative Competence Teaching Module ( Peng,2022)
Intercultural Communicative Competence （Byram, 1997, 2022）
Perception (Baker&Fang,2017)
knowledge
Skill
Attitude
Awareness
Teacher
Students
THEORETICAL FRAMEWORK
ICC Teaching Module (Peng,2022)
Awareness
Awareness (Fantini,2009)
Cultural self-awareness
Pluralism awareness
Self-other awareness
Growth reflective awareness
K
Knowledge (Wu.2013)
Knowledge of self
Knowledge of others
Attitude (Byram,1997)
Respect
Openness
Prudence
Empathy
Skill (Byram et al,2002)
Listening &Observing
Adjusting &Adopting
Verbal & Non-verbal skills
Interactive management
ICC Theory（Byram, 1997,2022）
Intercultural Foreign Language Teaching Theory
(Zhang,2012,2022)
Intercultural Language Teaching theory
(Liddicoa,2004; Liddicoat&Scarino,2013
CONCEPTUAL FRAMEWORK
SIGNIFICANCE OF THE RESEARCH
Effectively navigate intercultural communication situations
Paradigm shift in the landscape of international higher education
Sustained support for the implementation of ICC-based educational reforms
Prioritize the cultivation of ICC within curriculum framework
STUDENTS
INTERNATIONAL HIGHER EDUCTION
TEACHERS
MOE
ICC teaching module will enable Chinese students to become interculturally-competent learners who can navigate diverse cultural contexts, contribute to the global workforce, and act as intercultural ambassadors.
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College Students
SCOPE OF THE RESEARCH
ICC-based teaching module in developing students’ ICC skills, knowledge, attitude, and awareness
The experimental group and comparison group will be taught by one English teacher
Newly enrolled freshmen at Detroit Green Technology Institute (DGTI) located in Wuhan, Hubei Province
Intercultural Competence Tests, Intercultural Competence questionnaire, interviews, and reflective journals
Lack of collective understanding of ICC
Integrated model of intercultural language teaching theory and intercultural foreign language teaching theory
LITERATURE REVIEW
Modules | Examples | Components |
Compositional Modules | Intercultural competence components model (Hamilton 1998) | Attitude |
Skills | ||
Knowledge | ||
Co-orientational Modules | Intercultural competence model (Byram 1997) | ICC |
IC | ||
Developmental modules | Developmental intercultural competence model (Bennett, 1986) | Ethnocentric |
Ethnorelative | ||
Adaptational modules | Attitude Acculturation Model (Berry, 1989) | Integration |
Assimilation | ||
Separation/Segregation | ||
Marginalization | ||
Causal path modules | Process Model of Intercultural Competence (Deardorff, 2006) | Knowledge and Comprehension Skills |
Attitudes | ||
Desired External outcome | ||
Desired Internal outcome |
ICT (CAK) module (2022) | UNESCO’s Principles of Intercultural Education (2007) | European Union’s INCA (2004) Intercultural Competence Framework | CECR Ministry of Education (2020) | Undergraduate Foreign Language and Literature Teaching Guidelines for General Institutions of Higher Education (2020) |
Communication skills | The importance of intercultural skills | Behavioral flexibility | Cultivating intercultural communication skills | Develop adaptability for international exchanges and cooperation |
Cognitive skills | | Ability to explore acquired knowledge | | |
Attitudes | The importance of intercultural attitudes | Empathy, respect for others, and tolerance for uncertainty | Enhancing understanding of different cultures | |
Awareness | Respect for learners' cultural identities in intercultural education, | Awareness of communication | Promoting of both commonalities and distinctions amidst cultures at home and abroad | |
Knowledge of Self | The significance of cross-cultural understanding | | | Cultivate a sense of Chinese identity |
Knowledge of Others | | Understanding foreign societies and cultures | Foster an international perspective |
SYSTEMATIC LITERATURE REVIEW
DATA INSTRUMENTS AND ANALYSIS
Research Questions | Instruments | Purpose | Data Analysis |
1 What does an English language class integrated with ICC teaching module affect students’ ICC regarding knowledge, awareness, skill and attitude? | Intercultural Competence Tests (ICT) | To investigate the effect of ICC teaching module on students’ development of intercultural communicative competence. | Descriptive and inferential statistics |
Intercultural Competence Questionnaires | |||
Thematic analysis | |||
Semi-structured interview | |||
2 How do students perceive an English language class integrated with ICC teaching module? | Semi-structured interview | To investigate the perception of students on an English language class integrated with ICC teaching module. | Thematic analysis |
Reflective journal | Content analysis | ||
3 How do teachers perceive the implementation of ICC teaching module on developing students’ intercultural communicative competence | Semi-structured interview | To examine the ways of teacher perceive the implementation of ICC teaching module on developing students’ intercultural communicative competence. | Thematic Analysis |
Reflective journal | Content Analysis |
01
03
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Conduct the
Research:
Pre-test Questionnaire
Semi-structured interview
Post-test
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Report the data.
Construct the instruments & conduct the pilot study for both groups.
RESEARCH PROCEDURE
Analyze the data
PILOT STUDY: ICT
Items | Value |
Examinee separation index | 2.49 |
Internal reliability coefficient | 0.86 |
Test item separation index | 11.93 |
Internal reliability coefficient | 0.99 |
PILOT STUDY: ICC QUESTIONAIRE
Sections | Items | Cronbach Alpha Value |
Background Information | 14 | 0.81 |
Intercultural Experience | 34 | 0.70 |
Intercultural Awareness | 25 | 0.79 |
English Language Use and Learning | 17 | 0.76 |
English Language Module and ICC | 35 | 0.71 |
SIXTEEN-WEEK PLAN FOR ICC TEACHING MODULE
NO | Week | Topic | ICC Elements |
1 | 1st-2nd week (Four Periods, 45 mins/Each period, Two sessions weekly) | Language in Mission | Respect and value other cultures’ educational philosopher and philosophy Appreciate similarities and differences of the educational and learning philosophies between Chinese and Western cultures |
2 | 3rd-4th week (Four Periods, 45 mins/Each period, Two sessions weekly) | Be yourself, be happy | Awareness of the pride in own individuality Valuing of own and other’s individuality Openness to new ideas and perspectives which challenge their own ideas Appreciation of multi-faceted and flexible nature of personal identity |
3 | 5th-6th week (Four Periods, 45 mins/Each period, Two sessions weekly) | A journey of discovery | Understand the cultural background of different countries Respect for other people’s feelings and ideas Recognize consequences of words, actions and choices Analyze and evaluate consequences of words, actions and choices |
4 | 7th-8th week (Four Periods, 45 mins/Each period, Two sessions weekly) | The art of living | Facilitate extended discussion and engage in the learning process of western lifestyles Positive attitude towards difference and diversity Willingness to learn from the experiences of others |
5 | 9th-10th week (Four Periods, 45 mins/Each period, Two sessions weekly) | A taste of culture | Facilitate ICC communication, negotiation and discussion, and engage in experiential learning of cultural difference at home and abroad Evaluate own prejudices and biases, and commitment to overcoming these Have desire to deepen understanding and interaction with different cultures |
6 | 11th-12th week (Four Periods, 45 mins/Each period, Two sessions weekly) | Future or fiction | Work collaboratively in class to facilitate ICC skills in global contexts Recognition of diverse perspectives on any issue and that the majority view is not always right Respecting the rights of all to have a point of view |
7 | 13th-14th week (Four Periods, 45 mins/Each period, Two sessions weekly) | More than trends | Encourage students to interact with each other, explore and manage cultural difference and reflect of changes to cultural understanding, attitude and behavior of fashion and trends Commitment to participation and inclusion |
8 | 15th-16th week (Four Periods, 45 mins/Each period, Two sessions weekly) | Career 2.0 | Practice and apply ICC knowledge, skills and understanding in future career Acknowledges that everyone should be included and able to participate Willingness to reach agreement through compromise Commitment to principles of inclusion and active support to involvement of others in decision making |
EXPECTED FINDINGS�
THANK YOU
guiyi@graduate.utm.my