Developing critical intercultural awareness through video clip-assisted intercultural tasks

IF 2.5 Q1 Social Sciences

Higher Education Pedagogies Pub Date : 2023-07-13 DOI:10.1080/23752696.2023.2235337

Andi Susilo, Ping Yang, Ruying Qi

引用次数: 0

Abstract

This paper reports quantitative findings of a project investigating the in-progress formation of EFL students’ critical intercultural awareness (CIA) in the Indonesian tertiary context. It examines a 10-week pedagogical intervention using culturally appropriate YouTube clips with intercultural tasks. A one-group pre-test/post-test design was employed involving a cohort of 50 undergraduate participants of mixed gender in five faculties and from varying ethnic groups. An intercultural awareness questionnaire was administered twice before and after the learning intervention. A paired-sample t-test was performed with SPSS 28 to examine the mean differences. The results revealed a significant improvement (Sig. 2-tailed value .001, p < .05) in participants’ CIA scores. This suggests that video clip-assisted intercultural tasks promote the development of abilities to identify, interpret, and critically evaluate the intercultural values embedded in the clips. The study further showed that gender, fields of study and ethnicity did not significantly contribute to the CIA development.

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通过视频剪辑辅助跨文化任务培养批判性跨文化意识

本文报告了一项研究项目的定量结果，该项目调查了印度尼西亚高等教育背景下英语学生批判性跨文化意识(CIA)的形成过程。它研究了一个为期10周的教学干预，使用文化上合适的YouTube片段进行跨文化任务。采用单组前测/后测设计，对来自5个学院的50名不同种族的男女混合本科生进行队列研究。在学习干预前后分别进行了两次跨文化意识问卷调查。用SPSS 28进行配对样本t检验，检验均数差异。结果显示参与者的CIA分数有显著改善(Sig. 2-tailed value .001, p < 0.05)。这表明，视频剪辑辅助的跨文化任务促进了识别、解释和批判性评价嵌入在视频剪辑中的跨文化价值的能力的发展。研究进一步表明，性别、学习领域和种族对中情局的发展没有显著影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.70

自引率

4.00%

发文量

审稿时长

13 weeks

期刊介绍： The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.