Browsing by Subject "Intercultural Sensitivity"

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    An exploratory study of a student-centered course in International Baccalaureate Diploma Programme (İBDP) schools : how is theory of knowledge (TOK) implemented to support intercultural sensitivity?
    (2017-04) Özakman, Tansu
    This study investigated the factors that affect students’ intercultural sensitivity scores and their self-rated Theory of Knowledge (TOK) aims along with their perspectives on the implementation of TOK. The participants were 305 International Baccalaureate Diploma Programme (IBDP) year 1 students from six different schools in Turkey, one in Sweden and one in Lebanon. A questionnaire was used to collect data and was composed of four sections: open-ended and multiple-choice questions to collect demographic information; a Likert item scale to gather information about participant school culture and international mindedness; another Likert item scale about TOK classrooms; and Intercultural Sensitivity Scale. Both qualitative and quantitative analysis were done in order to explore students’ perspectives on their school culture, implementation of TOK course, their self-rated intercultural sensitivity scores and TOK outcomes. The qualitative analysis contributed to the exploration of the participant school cultures and differences between the participant students. In addition, quantitative analysis, a one-way ANOVA and independent samples t test, helped to explore students’ self-rated IS scores and TOK aims. The findings indicated that there is a statistically significant difference between students’ self-rated IS scores and their perceptions on TOK aims achieved. The results showed that students with higher IS scores have more positive attitudes about implementation of TOK course as they have higher self-rated TOK aims. According to the findings, international experience and school type influence students’ IS scores. Even though it was assumed that students in international schools would have higher self-rated IS, it was discovered that students in national schools have relatively higher IS scores. However, in terms of students’ self-rated TOK aims, it was revealed that students’ international experience and the school type do not influence their self-rated TOK outcomes. The study contributes to the existing literature by having studied IS level differences between students who have more international travel experience and those who have less international travel experience and students from schools with mostly national peers and those who have more international peers. It also contributes to TOK literature by exploring factors such as IS scores, international travel experience and school type, which may affect students’ self-rated TOK aims.
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    The role of native English speaking teachers in promoting intercultural sensitivity
    (2014) Küllü-Sülü, Ayfer
    This study investigated the role of native English speaking teachers (NESTs) in promoting intercultural sensitivity (IS), student ideas about the role of NESTs and non-native English speaking teachers (NNESTs) in terms of promoting IS and teaching target culture, and the effect of various other factors such as academic departments, gender, previous international experience, nationality, foreign languages and type of high school graduated from. The participants were 435 English preparatory class students from six different universities in Turkey, 196 being taught by only NNESTs while 239 being taught by both NESTs and NNESTs. A questionnaire was used to collect data which was composed of three parts: openended and multiple-choice questions to gather demographic information about the participants; an intercultural sensitivity scale, and a section with questions about the role of teachers in promoting IS. The analysis was done by grouping and comparing participants’ IS scores according to whether they were educated by NESTs or NNESTs, their academic departments, gender, previous international experience, nationality, foreign languages and high schools. Also, the participants’ ideas about NESTs and NNESTs in terms of their effects on students’ feelings about their own culture and other cultures, and teaching culture were investigated. The findings indicated that even if there is not a statistically significant difference between total IS scores of students educated by NESTs and NNESTs, students feel that NESTs have a more positive effect on students’ feelings towards other cultures. According to the findings, international experience and knowing a foreign language contribute to one’s interaction confidence. Also, male students scored higher in interaction confidence while female students scored higher in interaction attentiveness. It was also found that students think family is the most effective element in forming students’ opinions about other cultures. The study contributes to the existing literature by having studied IS level differences between students taught exclusively by NNESTs and those who have had exposure to NESTs. The study also contributes to the intercultural communication literature by investigating various factors such as academic departments, gender, previous international experience, and the number of foreign languages known, which may have an effect on students’ IS levels. Lastly, the present study offers some pedagogical implications that institutions teaching foreign languages, and language teachers (especially EFL teachers) can benefit from, and revise their culture teaching practices accordingly