Are Turkish EFL pre-service teachers ready to manage intercultural challenges?

Basit Öğe Kaydı
dc.authoridGenç, Gülten/0000-0002-2472-4041
dc.authorwosidGenç, Gülten/W-3879-2018
dc.contributor.authorGenc, Gulten
dc.date.accessioned2024-08-04T20:44:24Z
dc.date.available2024-08-04T20:44:24Z
dc.date.issued2018
dc.departmentİnönü Üniversitesien_US
dc.description.abstractEnglish as a foreign language (EFL) teachers, as the backbone of language teaching system, are expected to raise the awareness level of students' intercultural communication competence by helping them relate their own culture to foreign cultures, empathise with foreign cultures' perspectives and tolerate the ambiguities or differences. This study examines the relationship between certain personal factors such as age, gender, year of study, overseas experience and students' preferences for Turkish movies over foreign ones and three predictors of intercultural communication competence namely, ambiguity tolerance, empathy and open-mindedness. The sample group of the study consisted of 145 prospective English teachers in the Educational Faculty of a state university in Turkey. The participants were asked to fill out a questionnaire consisting of two parts which investigated their background and perceived levels of ambiguity tolerance, open-mindedness and empathy in Turkish EFL context. The results indicated that half of pre-service EFL teachers had poor intercultural communication competence. In particular, males, the final-year students and those who had been abroad indicated higher levels of tolerance than their respective counterparts. Besides, age and students' preferences for Turkish or foreign movies were not significant factors in any of the predictors of intercultural communication competence.en_US
dc.identifier.doi10.1080/14675986.2018.1429790
dc.identifier.endpage202en_US
dc.identifier.issn1467-5986
dc.identifier.issn1469-8439
dc.identifier.issue2en_US
dc.identifier.scopus2-s2.0-85044258550en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage185en_US
dc.identifier.urihttps://doi.org/10.1080/14675986.2018.1429790
dc.identifier.urihttps://hdl.handle.net/11616/98207
dc.identifier.volume29en_US
dc.identifier.wosWOS:000435614200003en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofIntercultural Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectIntercultural communication competenceen_US
dc.subjectambiguity toleranceen_US
dc.subjectempathyen_US
dc.subjectopen-mindednessen_US
dc.titleAre Turkish EFL pre-service teachers ready to manage intercultural challenges?en_US
dc.typeArticleen_US

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