Abstract
Developing students’ Intercultural communicative competence (ICC) has been viewed as the English as a foreign language teachers’ responsibility in the globalized world, especially after the birth of COVID-19 pandemic. Amidst the flourishing development of ICC cultivation studies, a noted absence is on the study of how to actualize ICC in the online teaching based English language teaching. This study, by presenting a pedagogical case, explores the application of the online ICC training model, and focuses on how the online teaching can be established at the four teaching stages, namely, attitude development, knowledge construction, skills practice, and reflection. Attitude development is a pre-class activity to motivate students’ learning curiosity. In the stage of knowledge construction, various kinds of Massive Open Online Courses (MOOCs) are selected as teaching resources for students to learn the key concepts and theories for the course. Skills practice requires students to make full use of WeChat or Bulletin Board System (BBS) to have online intercultural encounter, in this process students practice both their linguistic and intercultural communicative competence. The last stage provides chances for both students and teacher to rethink about their learning and teaching and move to the new circle of teaching stages. An eight-weeks’ action research with a class of second-grade English Majors in a Chinese university has been conducted. Questionnaire and interview are the main methods for data collection, combined with teacher and students’ reflective journals. The results of both quantitative and qualitative evaluation show that adopting online-teaching may serve as an effective way to develop students’ ICC during epidemic and in the future.
Highlights
Along with globalization, intercultural communicative competence (ICC) has been viewed as one of the most important abilities that “a global citizen” has to master [1]
The findings from this study showed the effectiveness of this online ICC training model and highlighted the importance of the knowledge construction stage and the skills practice stage for their contribution to students’ ICC development
3.1 Introduction to the online ICC training model. This online ICC training model consists of three parts that respectively represent teaching content, procedures and activities
Summary
Intercultural communicative competence (ICC) has been viewed as one of the most important abilities that “a global citizen” has to master [1]. An eight-week online practice was carried out, and 39 English majors participated in this research This online ICC training model consists of three parts that respectively represent teaching content, procedures and activities (see Figure 1). The second level are assessment-based teaching activities that include attitude development, knowledge construction, skills practice and critical reflection. These activities construct the third level, the procedures for realizing the teaching objectives, ranging from pre-class and in class to post-class. A detailed explanation is as follows: The attitude development stage is a pre-class activity It depends on the Moodle from which the teacher shares the prepared micro-course, clip, or reading materials related to the topics to motivate students’ learning curiosity. The teacher would have a basic understanding about students’ learning ability and how much they have gained about the new knowledge
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