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Showing 2 results for Cultural Awareness
Shadi Kamalirad,
Volume 27, Issue 2 (9-2024)
Abstract
Either motivation or culture are two key concepts in the field of second language learning. However, the incorporation of motivational and cultural aspects into curricula has been under investigated. To fill the existing gap, this study aimed to investigate the effects of motivation and cultural awareness raising based curriculum on Iranian ESP learners’ reading comprehension. To achieve these aims, 40 advanced adult participants were recruited and divided into 2 groups of experimental and control group. While the control group received the routine tradition curriculum, without any focus on cultural awareness and motivation, experimental group received a treatment which included a motivational and culturally based curriculum. The main instrument of the present study was a reading comprehension subtest of the 2006 institutional TOEFL Test which contained five passages. The findings revealed that motivation and cultural awareness raising based curriculum enhances participants reading comprehension. These findings have pedagogical implications for course designers and material developers.
Fatemeh Fazlali,
Volume 28, Issue 1 (4-2025)
Abstract
This study explores the interplay cultural identity (CI), cultural intelligence/cultural quotient (CQ), and critical intercultural awareness (CIA) among English as a Foreign Language (EFL) learners with a focus on the potential influence of gender and educational context. To this end, a total of 192 EFL learners (122 language institute and 70 senior secondary school) in Tehran (120 females and 72 males) of different ages (17-35) from different language institutes and senior secondary schools took part in the study. The participants completed the Cultural Identity Clarity Scale (Usborne & Taylor, 2010), the Cultural Intelligence Scale (Ang et al., 2007), and the Critical Intercultural Awareness Questionnaire (Susilo, 2022). The results indicated that EFL learners’ cultural identity and intelligence/cultural quotient (CQ) were significantly associated with critical intercultural awareness (CIA). Moreover, EFL learners’ CQ was found to be the strongest predictor of critical intercultural awareness (CIA). The findings also revealed that gender and educational context played significant roles: female EFL learners had higher levels of cultural identity, cultural intelligence/cultural quotient, and critical intercultural awareness than their male counterparts. Moreover, the results designated that EFL learners in language institutes had higher levels of cultural identity, cultural intelligence/cultural quotient, and critical intercultural awareness than senior secondary school counterparts. The results can offer valuable insights for EFL policymakers, managers, curriculum developers seeking to enhance intercultural competence in language education within the Iranian context.
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