1. Applied Linguistics (Language Teaching and Learning)
Parviz Ajideh; Mohammad Zohrabi; Roqayeh Mohammad Pour
Abstract
Misuse of technology and lack of enough skill and knowledge about using technological devices may lead to several complications; thus, it could appear mandatory to offer citizenship education and digital knowledge. Hence, individuals are expected to gain the knowledge about their position in the world ...
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Misuse of technology and lack of enough skill and knowledge about using technological devices may lead to several complications; thus, it could appear mandatory to offer citizenship education and digital knowledge. Hence, individuals are expected to gain the knowledge about their position in the world as global citizens and be able to understand intercultural issues. The aim of the current study is to inspect the effect of global digital citizenship on EFL learner’s intercultural communicative competence and examine their perceptions toward the applicability of global digital citizenship. The participants of the quantitative phase comprised 60 female EFL learners classified randomly into one experimental group and one control group. For the qualitative phase, 20 learners were interviewed. The instruments included the Oxford Quick Placement Test to ensure the homogeneity, Intercultural Communicative Competence questionnaire, and a researcher-made questionnaire to provide qualitative data. Cronbach’s alpha was used ensure the reliability. The validity of the questionnaires was ensured through content validity. The quantitative data was analyzed through MANCOVA test. The results revealed that global digital citizenship has significant effect on EFL learner’s intercultural communicative competence. The results of semi-structured interview revealed five main themes including the most important qualities of global digital citizenship, the general advantages and disadvantages of global digital citizenship, the benefits and shortcomings of digital literacy, strategies to stay safe in social media environments, and the popular applications used for learning English. The findings have significant theoretical and practical significance for teachers, teacher educators, curriculum designers and researchers.
2. Applied Linguistics (Inspirations from neighbor disciplines)
Seyyedeh Zahra Esmaeili; Davud Kuhi; Sorayya Behroozizad
Abstract
Adopting a qualitative design, the current study explored the usefulness of interculturally-laden tasks and intercultural training in improving the Iranian English learners’ intercultural competency in Anzali, Guilan province, Iran. To this objective, a group of 25 intermediate levels whose ages ...
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Adopting a qualitative design, the current study explored the usefulness of interculturally-laden tasks and intercultural training in improving the Iranian English learners’ intercultural competency in Anzali, Guilan province, Iran. To this objective, a group of 25 intermediate levels whose ages ranged from 21 to 30 participated in the study. The participants were required, initially, to complete seven intercultural tasks to assess their current level of intercultural competence. Then, they attended in eighteen sessions of intercultural training using Mirror and Window: an intercultural textbook and then completed the same seven intercultural tasks one again at the end of the course. Anchored in Byram's (1997) ICC theory, five components of the learners’ ICC enhancement, namely Savoir Comprendre, Savoire Etre, Savoire S’engager, Savoirs, and Savoire Apprendre / Faire were investigated throughout an intercultural training course. Two major sources of data were intercultural tasks, which were written by the participants per week as part of their assignments, focused-group interviews and self-report evaluation survey conducted at the end of the course to elicit the views they harbor toward the course. Drawing on the qualitative content analysis, findings indicated that interculturally-laden tasks could help the participants enhance their intercultural competence. Meanwhile, the analysis of the focused-group interviews and self-report evaluation survey revealed that learners evaluated most aspects of the tasks and textbook positively. Finally, the implications of the current study and suggestions for further research were discussed.
