Interculture-Based Language Learning Model to Improve Prospective English Teachers’ Speaking Skills Viewed From Linguistic Awareness

Authors

  • Haerazi English Language Education, Faculty of Culture, Management, and Business, Universitas Pendidikan Mandalika, NTB, Indonesia
  • Lalu Ari Irawan English Language Education, Faculty of Culture, Management, and Business, Universitas Pendidikan Mandalika, NTB, Indonesia
  • Rimajon Sotlikova Foreign Languages and Literature Department, Foreign Phylology Faculty, National University of Uzbekistan

DOI:

https://doi.org/10.30762/jeels.v10i2.1763

Keywords:

Intercultural language learning, TEFL Contexts, speaking skills, linguistic awareness

Abstract

This study aimed to know the use of the interculture-based language learning (IBLL) model to improve learners’ speaking skills integrated with linguistic awareness and their responses to learning experiences. A mixed-method study was employed, employing the concurrent embedded design, to investigate the learning processes associated with the IBLL model in enhancing speaking skills. The data consisted of qualitative and quantitative data. The qualitative data were collected using observation sheets and interviews, while the qualitative data were attained using tests. The finding showed that the IBLL model facilitates learners to improve grammar competence, vocabulary acquisition, fluency, pronunciation, and description detail. The speaking improvement of learners was affected with learners’ linguistic awareness. Based on this, learners have positive responses to the use of the IBLL model in the speaking class. This study can be concluded that the use of the IBLL model was able to improve speaking skills viewed from linguistic awareness. The implication of the current study acknowledges that language learning goes beyond mere linguistic competence and it entails an exploration of cultural nuances, social contexts, and the interconnectedness between language and societal practices.

Downloads

Download data is not yet available.

References

Afifah, N., & Devana, T. (2020). Speaking Skill through Task Based Learning in English Foreign Language Classroom. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 7(2), 135. https://doi.org/10.33394/jo-elt.v7i2.3109

Ait-Bouzid, H. (2019). Gender Issues in Select Moroccan ELT Textbooks: A Review. Research in English Language Pedagogy, 7(2). https://doi.org/10.30486/relp.2019.665890

Anabel, T. W. V., & Simanjuntak, D. C. (2022). Obtaining Preferences from a Hybrid Learning System to Promote English-Speaking Ability Through Focus Group Discussion. Journal of Languages and Language Teaching, 10(2), 118. https://doi.org/10.33394/jollt.v10i2.4994

Aprianoto, Dr., & Haerazi, Dr. (2019). Development and Assessment of an Interculture-based Instrument Model in the Teaching of Speaking Skills. Universal Journal of Educational Research, 7(12), 2796–2805. https://doi.org/10.13189/ujer.2019.071230

Biebricher, C., East, M., Howard, J., & Tolosa, C. (2019). Navigating intercultural language teaching in New Zealand classrooms. Cambridge Journal of Education, 49(5), 605–621. https://doi.org/10.1080/0305764X.2019.1581137

Borghetti, C. (2013). Integrating Intercultural and Communicative Objectives in the Foreign Language Class: A Proposal for the Integration of Two Models. The Language Learning Journal, 41(3), 254–267. https://doi.org/10.1080/09571736.2013.836344

Bose, P., & Gao, X. (2022). Cultural Representations in Indian English Language Teaching Textbooks. SAGE Open, 12(1), 215824402210821. https://doi.org/10.1177/21582440221082102

Burns, L. V. F., & García, M. R. (2022). Intercultural and Linguistic Competences for Engineering Esp Classes: A Didactic Framework Proposal Through Problem‐Based Learning. International Journal of Applied Linguistics, 32(1), 3–24. https://doi.org/10.1111/ijal.12370

Byram, M. (2008). From Foreign Language Education to Education for Intercultural Citizenship Essays and Reflections. British Libarary.

Byram, M. (2009). The SAGE Handbook of Intercultural Competence. SAGE Publications, Inc. https://doi.org/10.4135/9781071872987

Byram, M., & Wagner, M. (2018). Making a Difference: Language Teaching for Intercultural and International Dialogue. Foreign Language Annals, 51(1), 140–151. https://doi.org/10.1111/flan.12319

Canale, G. (2016). (Re)Searching culture in foreign language textbooks, or the politics of hide and seek. Language, Culture and Curriculum, 29(2), 225–243. https://doi.org/10.1080/07908318.2016.1144764

Cardona, L., Rico, C., & Sarmiento, S. (2015). Developing Cultural Awareness: The Text-Driven Approach as Evidence of a Good Language Teaching Practice. Creative Education, 06(12), 1360–1385. https://doi.org/10.4236/ce.2015.612137

Celce-Murcia, M. (2007). Rethinking the Role of Communicative Competence in Language Teaching. In E. A. Soler & M. P. S. Jordà (Eds.), Intercultural Language Use and Language Learning (pp. 41–57). Springer Netherlands. https://doi.org/10.1007/978-1-4020-5639-0_3

Chun, D. M. (2015). Language and culture learning in higher education via telecollaboration. Pedagogies: An International Journal, 10(1), 5–21. https://doi.org/10.1080/1554480X.2014.999775

Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th Edition). New York: Routledge.

Corbett, J. (2003). An Intercultural Approach to English Language Teaching. British Libarary.

Corbett, J. (2021). Revisiting Mediation: Implications for Intercultural Language Education. Language and Intercultural Communication, 21(1), 8–23. https://doi.org/10.1080/14708477.2020.1833897

Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (3rd Edition). SAGE Publications, Inc.

Dinh, T. N., & Sharifian, F. (2017). Vietnamese cultural conceptualisations in the locally developed English textbook: A case study of ‘Lunar New Year’/‘Tet.’ Asian Englishes, 19(2), 148–159. https://doi.org/10.1080/13488678.2017.1279763

Etri, W. (2022). Intercultural Sensitivity and Its Effects on ELT Curricula – Teacher Insights. Higher Education Evaluation and Development, 16(1), 32–46. https://doi.org/10.1108/HEED-03-2021-0027

Fernández-Agüero, M., & Chancay-Cedeño, C. (2019). Interculturality in the Language Class – Teachers’ Intercultural Practices in Ecuador. RELC Journal, 50(1), 164–178. https://doi.org/10.1177/0033688218755847

Haerazi, H., & Irawan, L. A. (2020a). Developing Intercultural Language Learning (ILL) model to teach writing skills at Indonesian private universities. EduLite: Journal of English Education, Literature and Culture, 5(1), 43. https://doi.org/10.30659/e.5.1.43-54

Haerazi, H., Irwansyah, D., Juanda, J., & Azis, Y. A. (2018). Incorporating Intercultural Competences in Developing English Materials for Writing Classes. Journal of Language Teaching and Research, 9(3), 540. https://doi.org/10.17507/jltr.0903.13

Hanukaev, A. (2022). Considering Perspectives of Others: A Case Study of Intercultural Learning Among English Language Learners in Norway. Training, Language and Culture, 6(1), 33–48. https://doi.org/10.22363/2521-442X-2022-6-1-33-48

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, 100390. https://doi.org/10.1016/j.edurev.2021.100390

Hyett, N., Lee, K. M., Knevel, R., Fortune, T., Yau, M. K., & Borkovic, S. (2019). Trialing Virtual Intercultural Learning With Australian and Hong Kong Allied Health Students to Improve Cultural Competency. Journal of Studies in International Education, 23(3), 389–406. https://doi.org/10.1177/1028315318786442

Juliastuti, Thayyib, M., & Haerazi, H. (2023). Intercultural Communicative Competence Model Using English Literature: A Case Study at Some Islamic Universities in Indonesia. Register Journal, 16(1), 112–138. https://doi.org/10.18326/register.v16i1.112-138

Kennedy, J. (2020). Intercultural pedagogies in Chinese as a foreign language (CFL). Intercultural Education, 31(4), 427–446. https://doi.org/10.1080/14675986.2019.1702290

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

Liddicoat, A. J. (2008). Pedagogical Practice for Integrating the Intercultural in Language Teaching and Learning. Japanese Studies, 28(3), 277–290. https://doi.org/10.1080/10371390802446844

Lourenço, M., Andrade, A. I., & Sá, S. (2018). Teachers’ Voices on Language Awareness in Pre-Primary and Primary School Settings: Implications for Teacher Education. Language, Culture and Curriculum, 31(2), 113–127. https://doi.org/10.1080/07908318.2017.1415924

McConachy, T. (2018). Critically engaging with cultural representations in foreign language textbooks. Intercultural Education, 29(1), 77–88. https://doi.org/10.1080/14675986.2017.1404783

Morady Moghaddam, M., & Tirnaz, M. H. (2023). Representation of Intercultural Communicative Competence in ELT Textbooks: Global Vs. Local Values. Journal of Intercultural Communication Research, 52(2), 191–215. https://doi.org/10.1080/17475759.2022.2152076

Morganna, R., Sumardi, S., & Tarjana, S. S. (2020). Tertiary English students’ attitude towards intercultural language learning. Indonesian Journal of Applied Linguistics, 9(3), 657–665. https://doi.org/10.17509/ijal.v9i3.23216

Mostafaei Alaei, M., & Aghblagh, M. M. (2020). Exploring the association between Iranian EFL learners’ intercultural contact and L2 motivational self system. Journal of Intercultural Communication Research, 49(6), 569–584. https://doi.org/10.1080/17475759.2020.1810741

Mousavi, S., & Ketabi, S. (2021). Impact of Participatory Critical Pedagogy Interventions on EFL Learners Class Participation and Engagement: The Case Study of Female EFL Learners in Iran. Teaching English Language, 15(1). https://doi.org/10.22132/tel.2021.128965

Piątkowska, 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

Porto, M. (2014). Intercultural citizenship education in an EFL online project in Argentina. Language and Intercultural Communication, 14(2), 245–261. https://doi.org/10.1080/14708477.2014.890625

Raigón-Rodríguez, A. (2018). Analysing cultural aspects in EFL textbooks: A skill-based analysis. Journal of English Studies, 16, 281. https://doi.org/10.18172/jes.3478

Sabaliauskienė, R., Gelūnaitė-Malinauskienė, G., & Andriuškevičienė, J. (2019). Advertising As A Reflection of Culture in Foreign Language Teaching. Sustainable Multilingualism, 14(1), 160–195. https://doi.org/10.2478/sm-2019-0008

Safitri, R., & Sugirin, S. (2019). Senior high school students’ attitudes towards intercultural insertion into the ELT: Yogyakarta context. EduLite: Journal of English Education, Literature and Culture, 4(2), 261. https://doi.org/10.30659/e.4.2.261-274

Shin, J., Eslami, Z. R., & Chen, W.-C. (2011). Presentation of local and international culture in current international English-language teaching textbooks. Language, Culture and Curriculum, 24(3), 253–268. https://doi.org/10.1080/07908318.2011.614694

Shiri, S. (2015). Intercultural Communicative Competence Development During and After Language Study Abroad: Insights From Arabic. Foreign Language Annals, 48(4), 541–569. https://doi.org/10.1111/flan.12162

Song, H. (2013). Deconstruction of Cultural Dominance in Korean EFL Textbooks. Intercultural Education, 24(4), 382–390. https://doi.org/10.1080/14675986.2013.809248

Su, Y. (2022). Intercultural Learning in Language Education and Beyond: Evolving Concepts, Perspectives, and Practices. TESOL Quarterly, 56(4), 1508–1510. https://doi.org/10.1002/tesq.3175

Tambyah, M. (2019). Intercultural understanding through a ‘similar but different’ international teaching practicum. Teaching Education, 30(1), 105–122. https://doi.org/10.1080/10476210.2018.1453795

Wang, C. (2023). Commanding the Class in a Foreign Tongue: The Influence of Language Proficiency and Intercultural Competence on Classroom Leadership. Education and Urban Society, 55(1), 34–55. https://doi.org/10.1177/00131245211048428

Wang, H. (2020). Facilitating English L2 learners’ intercultural competence and learning of English in a Taiwanese university. Language Teaching Research, 136216882096935. https://doi.org/10.1177/1362168820969359

Yao, Y., & Du-Babcock, B. (2023). English as a Lingua Franca in Mainland China: An Analysis of Intercultural Business Communicative Competence. International Journal of Business Communication, 60(1), 3–23. https://doi.org/10.1177/2329488419898221

Yavuz, A. (2014). Teaching and Interpreting Literary Texts: Difficulties of 4th Year ELT Students at a Turkish University. Procedia - Social and Behavioral Sciences, 158, 27–32. https://doi.org/10.1016/j.sbspro.2014.12.028

Downloads

Published

2023-11-23

How to Cite

Haerazi, Irawan, L. A., & Sotlikova, R. . (2023). Interculture-Based Language Learning Model to Improve Prospective English Teachers’ Speaking Skills Viewed From Linguistic Awareness. JEELS (Journal of English Education and Linguistics Studies), 10(2), 471–497. https://doi.org/10.30762/jeels.v10i2.1763

Issue

Vol. 10 No. 2 (2023): JEELS November 2023

Section

Articles

License

Copyright (c) 2023 JEELS (Journal of English Education and Linguistics Studies)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.