Analyzing the Role of Culture in TEFL Pedagogy and Its Implications for Language Teaching (Published)
This research investigates the role of culture in Teaching English as a Foreign Language (TEFL) pedagogy and its implications for language teaching. The study employs a mixed-methods approach, integrating qualitative interviews with educators and focus groups with students to explore how cultural integration impacts learner motivation, engagement, and communicative competence. Educators and students from diverse cultural backgrounds participated in the study. Educators, selected for their experience in TEFL and cultural content integration, were interviewed to understand their perspectives on cultural integration strategies and perceived impacts on students. Meanwhile, student focus groups provided insights into their experiences with culturally integrated lessons and their development of intercultural competence. Qualitative data analysis involved thematic coding of interview transcripts and focus group discussions, while quantitative data from surveys assessed attitudes towards cultural integration and its frequency in teaching practices. Results indicate that while educators vary in their integration approaches—ranging from daily to infrequent—literature, music, and traditional customs are commonly integrated elements. Students overwhelmingly perceive cultural integration positively, noting increased motivation and a deeper understanding of language contexts. Findings highlight the critical role of cultural awareness in enhancing language learning outcomes, fostering intercultural competence, and preparing learners for global communication contexts. Recommendations include enhancing teacher training in cultural competence and expanding resources to support diverse cultural content in TEFL curricula.
Keywords: Culture, Intercultural Competence, Language Teaching, TEFL pedagogy, cultural integration
A Sustainable Business Project in a Collaborative and Virtual Classroom (Published)
The university setting is the appropriate place to develop global and virtual abilities. Some disciplines include the multicultural dimension in their programs but the intercultural contact is often missing. Working with an international team, practicing negotiation strategies and using effective decision-making processes are examples of important elements that all professionals should master. These intercultural skills are better learned through first-hand experience (Kolb, 1984). For this reason, an intercultural and academic initiative has taken place between Universidad Nacional (UNA) in Costa Rica and FH Münster of Applied Sciences in Germany. The partnered project focuses on the elaboration of a collaborative project among students from different backgrounds (Costa Ricans and Germans; mainly) to obtain a final negotiated outcome in the elaboration of a sustainable business plan. Participants are 28 university students of an English Integrated course with emphasis on Business English from Universidad Nacional (UNA) in Costa Rica and 17 students from the Administration major taking a Business English class from FH Munster. This research aims two main goals: firstly, to include specific intercultural objectives in university courses and secondly; to give university students the opportunity to work with students from another university in a different part of the world and build intercultural teams.
Keywords: Business Plan, Intercultural Competence, collaborative groups, sustainable project
ENHANCING ENGLISH PROSPECTIVE TEACHERS’ PRESENTATIONAL COMMUNICATION SKILLS AND INTERCULTURAL COMPETENCE: POST-PROCESS BASED PROGRAM (Published)
This study aimed at investigating the effectiveness of a training program based on the post process approach in enhancing English prospective teachers’ presentational communication skills and intercultural communication competence. Sample of the study consisted of thirty six prospective teachers. Written and oral presentational communication tests, an intercultural competence situation test and scale were administered to the study participants before and after the treatment. Participants’ performance on the post-tests revealed that they made tangible progress in their presentational skills and intercultural competence. Hence, this study was successful in achieving its aim. Theoretical and practical implications of the study results are discussed.
Keywords: Intercultural Competence, Post-Process Approach, Presentational Communication