Websites Use as Learning Resources in Developing Intercultural Communicative Competence in English Language Teaching Classroom
Abstract
This classroom action research (CAR) aims at developing students’ intercultural competence (ICC) and exploring English language learning models integrated to ICC on the basis of websites use as the learning resource. This research was conducted in Intensive Course online class involving 24 students of English study program in Universitas Lancang Kuning. This CAR was conducted in one cycle consisting of 6 meetings and 2 evaluations. The data was collected from (1) observation fieldnotes, (2) observation checklist, (3) collecting documents (students’ comments and accessed websites, and (4) the scores taken from the 5 groups’ discussion. This research reveals the students’ ICC dimensions development exhibited in their class discussions with the increasing percentage from 46.15% to 92.30%). Some language learning models integrated to ICC on the basis of websites use were identified: (1) Accessing websites related to ICC learning topics, and (2) accessing websites that provide authentic materials (texts, pictures, audio-videos, and (3) motivating students to communicate and collaborate with others via online learning media. This CAR concludes that “students’ ICC could be developed through language learning on the basis of websites use which contains ICC dimensions”.
Downloads
References
Baker, W. 2011. From cultural awareness to intercultural awareness: Culture in ELT. ELT Journal, 66: 62-70.
Baker, W. 2012. Using e-learning to develop intercultural awareness in ELT: A critical evaluation in a Thai higher education setting. ELT Research Paper. www.britishcouncil.org.
Belisle, R. 1996. E-mail Activities in the ESL Writing Class. The Internet TESL Journal, 2 (12).
Brandt, A. & Jenks, C. 2011. ‘Is it okay to eat a dog in Korea...like China?’ Assumptions of national food-eating practices in intercultural interaction. Language and Intercultural Communication, 11(1): 41–58.
Brook, J. (2011). The affordances of YouTube for language learning and teaching. Hawaii Pacific University TESOL Working Paper, 9 (1, 2): 37–56.
Byram, M. 1997. Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.
Byram, M., Gribkova, B., & Starkey, H. 2002. Developing the Intercultural Dimension in Language Teaching: A Practical Introduction for Teachers. Strasbourg: Council of Europe.
Creswell. J.W. 2012. Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Boston: Pearson Education, Inc.
Dervin, F. 2014. Exploring ‘new ’interculturality online. Language and Intercultural Communication, 14 (2): 191-206.
Elola, I., & A. Oskoz. 2008. Blogging: Fostering intercultural competence development in foreign language and study abroad contexts. Foreign Language Annals, 41 (3): 454-477.
Godwin-Jones, R. 2013. Integrating intercultural competence into language learning through technology. Language Learning & Technology, 17(2), 1-11.
Goldstein, B. (2009). Working with images. Cambridge, UK: Cambridge Handbooks for Language Teachers.
Ho, C. M. L. 2000. Developing Intercultural Awareness and Writing Skills Through Email Exchange. The Internet TESL Journal, 6 (12) http://iteslj.org/.
Hsu, L. 2013. English as a foreign language learners’ perception of mobile assisted language learning: A cross-national study. Computer Assisted Language Learning, 26 (3): 197–213.
Liddicoat, A. J. & Scarino, A. (2013). Inercultural Language Teaching and Learning. Malden, MA: Wiley-Blackwell.
López-Barrios, M. 2012. Learners as ethnographers, informants and mediators: Developing intercultural awareness through language teaching materials. Electronic Journal of Foreign Language Teaching, 9(1): 312–324.
Lustig, M.W., & Koester, J. 2006. Intercultural competence: Interpersonal communication across cultures. 5th ed. Boston, MA: Pearson.
Marwa. 2013. Using Youtube Audio Video to Trigger Phonological Appropriation in EFL Contexts: ICT Implications In Learner Autonomy. Jurnal Pendidikan Lectura, 4(2):82 - 91.
Muehleisen, V. 1997. Projects Using the Internet In College English Class. The Internet ESL Journal, 3(6), [Online],URL http://www.aitech.ac.jp/~iteslj/
Mumtaz, S. 2000. Factors affecting teachers’ use of information and communications technology: a review of the literature. Journal of Information Technology for Teacher Education, 9 (3): 319-342.
Pandey, S. & Ardichvili, A. 2015. Using films in teaching intercultural concepts: An action research project at two universities in India and the United States. New Horizons in Adult Education & Human Resource Development, 27 (4): 36-50.
Son, J. B. & Park, J. Y. 2012. Intercultural usability of language learning websites. International Journal of Pedagogies and Learning, 7 (2): 135–141.
Terantino, J. (2011). YouTube for foreign languages: You have to see this video.
Language Learning & Technology 15(1): 10–16. Retrieved from
http://llt.msu.edu/issues/february2011/emerging.pdf.
Walker, R., Davies, G. & Hewer, S. 2012. Introduction to the Internet. Module 1.5 in Davies, G. (ed.) Information and Communications Technology for Language Teachers. (ICT4LT), Slough, Thames Valley University [Online]. http://www.ict4lt.org/en/en_mod1-5.htm
Yang, L.H. & Fleming, M. 2013. How Chinese college students make sense of foreign films and TV series: implications for the development of intercultural communicative competence in ELT. The Language Learning Journal, 41 (3): 297–310.
Copyright (c) 2022 Marwa, Herdi, M. Fadhly Farhy Abbas
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
1. License
Use of articles will be governed by the Creative Commons Attribution - ShareAlike license as currently displayed on Creative Commons Attribution - ShareAlike 4.0 International License (CC BY-SA)
The author warrants that the article is original, written by stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).
ELT-Lectura Studies and Perspective in English Language Teaching's spirit is to disseminate articles published are as free as possible. Under the Creative Commons license, Halaman Olahraga Nusantara permits users to copy, distribute, display, and perform the work. Users will also need to attribute authors and ELT-Lectura Studies and Perspective in English Language Teaching on distributing works in the journal and other media of publications.
4. Rights of Authors
Authors retain all their rights to the published works, such as (but not limited to) the following rights;
1. Copyright and other proprietary rights relating to the article, such as patent rights,
2. The right to use the substance of the article in own future works, including lectures and books,
3. The right to reproduce the article for own purposes,
4. The right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal ELT-Lectura Studies and Perspective in English Language Teaching.
5. Co-Authorship
If the article was jointly prepared by more than one author, any authors submitting the manuscript warrants that he/she has been authorized by all co-authors to be agreed on this copyright and license notice (agreement) on their behalf, and agrees to inform his/her co-authors of the terms of this policy. ELT-Lectura Studies and Perspective in English Language Teaching will not be held liable for anything that may arise due to the author(s) internal dispute. ELT-Lectura Studies and Perspective in English Language Teaching will only communicate with the corresponding author.
6. Royalties
Being an open accessed journal and disseminating articles for free under the Creative Commons license term mentioned, author(s) aware that ELT-Lectura Studies and Perspective in English Language Teaching entitles the author(s) to no royalties or other fees.