Developing Selected Aspects of Intercultural Communicative Competence in the EFL Lower Primary Classroom: Learners’ Perceptions of Online Culture-Based Lessons

Jarosz, Izabela; Kiszczak, Anna; Krzemińska-Adamek, Małgorzata

doi:10.17951/lsmll.2021.45.3.83-95

Cited by 2 publications

(2 citation statements)

References 2 publications

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“…As it can be seen in Table I, twelve studies (Alcaraz-Mármol, 2020; Alexiou & Kokla, 2019;Penderi, 2022;Rog, 2015;Karras, 2021;Banjongjit & Boonmoh, 2018;Thinhatruc, 2016;Reid, 2015;Dai, 2011;Chlopek, 2008;Porto, 2015;Jarosz et al, 2021) were included in our review. All the studies report a range of practical techniques, strategies and teaching methods that EFL teachers can employ while teaching young learners (aged between 4 to 12) in order to integrate the intercultural dimension in their lessons and help their learners cultivate their intercultural communicative competence (Table I).…”

Section: Selected Studiesmentioning

confidence: 99%

“…In the same vein, Jarosz et al (2021) explored young (aged between 8 to 9 years old) EFL learners' development of intercultural communicative competence in an online learning environment (during distance learning because of the Covid-19 lockdown) in Poland. The EFL lessons carried out throughout the study, were based on the content covered in the Polish curriculum of primary education, in an attempt to create cross-curricular connections between the English language and the different subjects of the Polish curriculum taught by the primary school teacher.…”

Section: Selected Studiesmentioning

confidence: 99%

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Suggested Practices for Developing Intercultural Communication Competences in Early English Language Lessons Based on a Systematic Literature Review

Tsatzali,

Beazidou

2023

EJEDU

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In today’s globalised world, the development of Intercultural Communicative Competence is at the forefront of English Language Teaching, since it enhances students’ effective language learning as well as encourages them to gain a better and broader understanding not only of their own world, but also of the world around them. However, literature review on this topic is quite limited as regards early English language learning. Therefore, the aim of this systematic review is to provide insight on the teaching practices, techniques and learning activities employed by English language teachers in early English language learning so as to integrate the intercultural dimension in their lessons and develop their learners’ intercultural communicative competence. Data was collected from three databases Scopus, Eric, Elsevier and Google Scholar, based on predefined criteria. Findings indicate that various teaching methods, techniques and learning activities, popular in ELT, can be adapted to promote intercultural learning in early English language teaching. Moreover, online learning along with the use of different web tools and platforms, set a positive learning environment for successful intercultural interactions among culturally and linguistically diverse learners.

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Section: Selected Studiesmentioning

confidence: 99%

Section: Selected Studiesmentioning

confidence: 99%

Suggested Practices for Developing Intercultural Communication Competences in Early English Language Lessons Based on a Systematic Literature Review

Tsatzali,

Beazidou

2023

EJEDU

View full text Add to dashboard Cite

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A systematic review of English-as-a-foreign-language vocabulary learning activities for primary school students

Liu,

Reynolds

2024

International Review of Applied Linguistics in Language Teaching

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For young learners of English as a foreign language (EFL), the initial acquisition of English vocabulary is crucial to English proficiency. This study conducted a systematic review of studies of primary school students’ EFL vocabulary learning to identify types of activities for learning new vocabulary. A total of 57 vocabulary learning activities from 22 studies were coded, yielding ten types of intentional and eight types of incidental learning activities. The intentional learning activities involved more psychological conditions than the incidental ones. Following the involvement load hypothesis (ILH), we identified activities encompassing various combinations of psychological conditions inducing the highest and lowest involvement loads (ILs); the more such conditions an activity encompasses, the deeper the vocabulary learning processes, and the higher the IL, the better the retention. The comparison between the activity types provides useful information for teachers and researchers to design age-appropriate English vocabulary learning activities.

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Developing Selected Aspects of Intercultural Communicative Competence in the EFL Lower Primary Classroom: Learners’ Perceptions of Online Culture-Based Lessons

Cited by 2 publications

References 2 publications

Suggested Practices for Developing Intercultural Communication Competences in Early English Language Lessons Based on a Systematic Literature Review

Suggested Practices for Developing Intercultural Communication Competences in Early English Language Lessons Based on a Systematic Literature Review

A systematic review of English-as-a-foreign-language vocabulary learning activities for primary school students

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