Students’ Attitudes towards Cultural Learning in the English Classroom: A Case Study of Non-English Major Students in a Chinese University

Liu, Song-Mei; Laohawiriyanon, Chonlada

doi:10.5296/jsel.v2i2.6845

Cited by 4 publications

(11 citation statements)

References 7 publications

(10 reference statements)

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“…That is why many studies support that the government should give intercultural teaching training for English teachers. Among those studies are ones conducted by Barrett, Byram, Lázár, Gaillard, and Philippou (2014); Byram and Wenger (2018); Ghasemi, Ahmadian, Yazdani, and Amerian (2020); Liu (2013); Rahim and Daghigh (2019); and Rauschert and Byram, (2017).…”

Section: Discussionmentioning

confidence: 99%

The Portrait of English Teaching Grounded in Interculturality

Aryadi

Hidayah

Edy

2020

JEET

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This study aimed to analyze English teaching based on the perspective of intercultural language teaching (ILT). The ILT perspective was referred to Liddicoat and Scarino's (2013) model. Three English teachers from one of the schools in Kepahiang District were engaged as the participants of this study. This study applied a qualitative method. The data were collected using observation. The findings of this study revealed that the teachers had applied three principles of ILT, namely active construction, making connections, and interaction. Active construction was represented by some activities such as word quiz, the use of cultures-embedded materials, group work, pair-work communication, and check and recheck with partners. Making connection principle was portrayed from some activities such as directing questions and cultural comparison. Interaction principle was depicted from some activities such as the use of cultures-embedded texts, group-interaction, pair-wok communication, and check and recheck with partners. It is recommended that further studies be conducted by involving more participants so that richer data with their varieties can be portrayed.

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Section: Discussionmentioning

confidence: 99%

The Portrait of English Teaching Grounded in Interculturality

Aryadi

Hidayah

Edy

2020

JEET

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“…Despite of all, the study reveals that as the teacher uses Bilingualism in teaching, the academic performance and the engagement of the student inclines and still Chinese-English bilingual education programs do not enjoy legal protection. The Language Law of People's Republic of China unequivocally stipulates that "schools and other institutions must use Putonghua and standardized Chinese characters as the basic spoken and written language in education and teaching" [23]. The flourishing Chinese-English bilingual education programs are indicative of an educational centralization process that has been happening in China.…”

Section: Discussionmentioning

confidence: 99%

The Effectiveness of a Bilingual Education Program at Chinese University-A case study of Business English Major in South-central University for Nationalities Wuhan, China

Ndyali¹,

Shan²

2019

dtssehs

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This study examined the effectiveness of a bilingual education program in business English major in Chinese education. Participants were 100 undergraduate students enrolled in their third year education program at a university in South-central University for Nationalities Wuhan, China. The research evidence indicates that, the use of English as medium of instruction in teaching is effective participants also confirms as the more they interact and get familiar with the medium of instruction. Furthermore, this implies that using bilingualism in teaching does contribute good effect in student's engagement and academic performance. A mixed-methodological approach was used accompanied by a semi-structured interview of 100 undergraduate students majoring in Business English to better understand the efficacy of bilingual education programs. Both quantitative and qualitative results suggested that the bilingual education model successfully enhanced students' level of English proficiency and the mastery of subject knowledge teaching quality was another aspect considered to be important factor in this research associated with the bilingual education program for Business English Major. Strengths and weaknesses of the business English major in bilingual education program model and its implications for educational practices in South-central University for Nationalities Wuhan-China education were explored.

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“…The second perspective argues that target language culture should not be taught because English in most countries exists as an institutionalized variety ( Kachru 1992 ). A study by Liu and Laohawiriyanon (2013) examined the perception of students on enculturation and acculturation in EFL classrooms has been conducted. The findings showed that learners were in favor of learning mostly about their own culture, followed by international target culture.…”

Section: Impact Assessmentmentioning

confidence: 99%

Towards a Sustainable Local Development of Instructional Material: An Impact Assessment of Locally Produced Videos on EFL Learners’ Skills and Individual Difference Factors

Lasekan

Godoy

2020

Front. Psychol.

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The purpose of this paper is to conceptualize the sustainability of local videos development, their integration in the EFL classroom, and their impact on students' learning outcomes. The research aims as well to assess the impact of the videos on learners' English language skills achievement and individual difference factors. We recruited a random sample of 100 and 76 students learning different levels of English in our English institute through an online survey. A cross-sectional study of perceived English language skill achievement and individual difference factors such as motivation, attitude, and cultural awareness was carried out. A combination of quantitative and qualitative approaches was used for data collection and analysis. Our conceptual framework showed that the sustainability of the local video production and its integration in the EFL classroom depends on the university's funding policy, which is subjected to the positive impact of the videos on students' learning outcomes. Also, the obtained results revealed that the videos fostered learners' English language skills as well as their motivation to learn the language, positive attitudes toward its integration, and local cultural awareness. This work contributes to existing knowledge of sustainable local curriculum development by providing the first empirical evidence on the positive impact of sustainable local videos as an instructional material on students' learning outcomes.

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Students’ Attitudes towards Cultural Learning in the English Classroom: A Case Study of Non-English Major Students in a Chinese University

Cited by 4 publications

References 7 publications

The Portrait of English Teaching Grounded in Interculturality

The Portrait of English Teaching Grounded in Interculturality

The Effectiveness of a Bilingual Education Program at Chinese University-A case study of Business English Major in South-central University for Nationalities Wuhan, China

Towards a Sustainable Local Development of Instructional Material: An Impact Assessment of Locally Produced Videos on EFL Learners’ Skills and Individual Difference Factors

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