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Developing Intercultural Communicative Competence Through an Online English Tutoring Platform: A Case Study of Two Adult Learners
Intercultural Communicative Competence
Online tutoring platform
|Issue Date:||2021-08-04 14:24:05 (UTC+8)|
Although there is a growing body of research investigating the effectiveness of online tutoring on aspects such as motivation and learners’ language strategy, research into EFL learners’ intercultural learning outcomes through the one-on-one online tutoring platform has been scant. This study aimed to investigate two Taiwanese adult EFL learners’ development of intercultural communicative competence (ICC) and their intercultural learning experience via an online English tutoring platform. Data were collected through interviews and learners’ learning diaries. Chao’s (2013) three-component model of intercultural competence was adopted to examine learners’ development of ICC.
The results showed that the two participants developed various aspects of intercultural communicative competence through interacting with native speakers in the online tutoring environment. First, regarding the affective aspect of intercultural communicative competence, the participants were able to show open attitude to the tutors’ backgrounds, interest in tutors’ stories, surprises with the consulting functions of the platform, personal reflections, hidden emotions, curiosity as well as learning preference through English learning. As for the cognitive aspect of ICC, the participants gained cultural knowledge and awareness about different cultural issues. As for the behavior aspect, both participants admitted that they have greatly improved their English speaking ability and communication skills. As for their attitude toward the online learning experience, both participants were more willing to speak English due to the platform. They learned to adjust their stereotype by connecting with their tutors.
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