Cultural and linguistic dimensions of feedback: A model of intercultural feedback literacy

Rossiter, Monika Pazio; Bale, Richard

doi:10.1080/14703297.2023.2175017

Cited by 4 publications

(1 citation statement)

References 33 publications

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“…Such terms refer to the ability to step beyond one's own culture and function appropriately with speakers from diverse linguistic and cultural backgrounds (Huang, 2021) considering dimensions of attitudes, curiosity, openness, affection, motivation, and empathy toward one's own and other cultures (Gong et al, 2022). Rossiter and Bale (2023) state that interculturally competent individuals are those who can nurture their cultural awareness and sociolinguistic awareness and those who can easily listen, observe, evaluate, analyze, and interpret things. In fact, ICC has been influenced by emerging technologies via using telecollaboration (Eren, 2023;Gutiérrez-Santiuste & Ritacco-Real, 2023).…”

Section: Intercultural Communicative Competence In Language Learningmentioning

confidence: 99%

Initiating Intercultural Communicative Competence through Telecollaboration: A Case of Language-Exchange Classrooms of Arabic and English

Al Khateeb,

Hassan

2023

J Ethn Cult Stud

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This paper investigates to what extent telecollaboration can be integrated as an effective medium for the enhancement of intercultural communicative competence (ICC) in the foreign-language classroom. The data was obtained over one semester from a series of asynchronous exchanges in language-exchange class settings using Google drives shared between United States-based students learning Arabic as a foreign language at three American universities, and students at a Saudi university in Saudi Arabia learning English as a foreign language. The one-on-one interactions covered a variety of topics related to cultural knowledge, perspectives, values, practices, behaviors, and products. The data from this collaborative online project also included two reflection surveys that students responded to before and after the study. Byram’s 2021 model (including its objectives) was applied, and the findings reveal that many ICC objectives are clearly reflected in students’ telecollaborative exchanges, indicating that this type of exchange can be used effectively as a tool to develop students’ intercultural competence. The findings also show a noticeable increase in students’ interests in cultural learning and understanding the culture of others.

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Section: Intercultural Communicative Competence In Language Learningmentioning

confidence: 99%

Initiating Intercultural Communicative Competence through Telecollaboration: A Case of Language-Exchange Classrooms of Arabic and English

Al Khateeb,

Hassan

2023

J Ethn Cult Stud

View full text Add to dashboard Cite

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The role of cultural and linguistic factors in shaping feedback practices: the perspectives of international higher education teaching staff

Bale

Rossiter

2023

Journal of Further and Higher Education

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What’s in a word? – unpacking European students’ conceptualisations and experiences of feedback

Rossiter

2024

Teaching in Higher Education

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Cultural and linguistic dimensions of feedback: A model of intercultural feedback literacy

Cited by 4 publications

References 33 publications

Initiating Intercultural Communicative Competence through Telecollaboration: A Case of Language-Exchange Classrooms of Arabic and English

Initiating Intercultural Communicative Competence through Telecollaboration: A Case of Language-Exchange Classrooms of Arabic and English

The role of cultural and linguistic factors in shaping feedback practices: the perspectives of international higher education teaching staff

What’s in a word? – unpacking European students’ conceptualisations and experiences of feedback

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