FORUM DE L' ENSEIGNANT منتدى الأستاذ
Volume 18, Numéro 1, Pages 576-592
2022-12-22

Classroom Diversity In Higher Education Institutions And Efl Learners’ Intercultural Sensitivity



Authors : Achi Fatine . Yassine Souryana .

Abstract

This study was carried out to underseek the contribution of classroom diversity in English language classes in developing EFL students’ IS with regard to their intercultural engagement, respect for cultural differences, interaction confidence, interaction enjoyment, and interaction attentiveness. The participants for this study were two groups of fourteen and fifteen first year students enrolling at IGEE (Institut de genie électronique et d’électronique/ Boumerdes/ Algeria) with the English language being taught as a core module in the institution. Focus has been put on the EL module during their first semester of study. The study sought to answer the following research question: How effective are diverse classes in developing learners’ IS which is a key factor in developing their ICC as it is the ultimate goal of FL education? To test the validity of the hypothesis for this study which sought to determine the impact of group diversity on EFL learners’ IS, both an ISS adapted from Guo-Ming and William Starosta’s Model to check learners’ cultural attitudes, knowledge, awareness and, particularly, readiness to accept and get accepted by the Other, and a Questionnaire to know about their cultural knowledge and background information have been used during the Listening/ Speaking Course on October 2017. The study revealed that group diversity inside EFL classes has a positive impact on their IS and particularly on developing positive attitudes towards others. Thus, EFL learners’ distribution in language classes on territorial and linguistic basis building culturally diverse classes is beneficial for the sought objectives.

Keywords

Keywords Diversity - Intercultural Communicative Competence (ICC) - Intercultural Sensitivity (IS)- Intercultural Sensitivity Scale (ISS)

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