Experienced and Novice EFL Teachers’ Cognition and Practices on Intercultural Communicative Competence: A Mixed-Methods Study in Iranian Context
Teachers as the backbone of education need to commit themselves to expanding their perception, sensitivity, and awareness toward intercultural communicative competence (ICC). By taking full advantages of mixed methods, this research examines if novice and experienced EFL teachers’ cognitions di...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Imam Khomeini International University, Qazvin,
2024-08-01
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| Series: | Journal of Modern Research in English Language Studies |
| Subjects: | |
| Online Access: | https://jmrels.journals.ikiu.ac.ir/article_3296_4d2abc5c241f04163d626f090b11f107.pdf |
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| Summary: | Teachers as the backbone of education need to commit
themselves to expanding their perception, sensitivity, and
awareness toward intercultural communicative competence
(ICC). By taking full advantages of mixed methods, this research
examines if novice and experienced EFL teachers’ cognitions
differ in ICC teaching. Using purposive sampling, a group of 153
EFL teachers of both genders were chosen to take part in the
quantitative phase containing a Likert scale questionnaire
developed by Gong (2018). Among them, 15 teachers consented
to be part of the qualitative stage of the study comprising an indepth interview. The quantitative and qualitative data were
analyzed using statistical and thematic methods, respectively.
The results indicated that the cognition of ICC among Iranian
EFL teachers, whether experienced or novice, did not differ
significantly. It was also revealed that both experienced and
novice teachers had relatively high perception of ICC which
impacted their practices. Possible implications are discussed in
the final section |
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| ISSN: | 2676-5357 |