Development of Task-Based Language Teaching and Experiential Culture Learning Cycle Instructional Model for Enhancing Intercultural Communication Competence of Uudergraduate Students
The purposes of this research were to 1) examine the factors affecting intercultural communication competence of undergraduate students at Guangxi University of Science and Technology, 2) develop the task-based language teaching and experiential culture learning cycle instructional model for enhancing intercultural communication competence of undergraduate students at Guangxi University of Science and Technology, and 3) study the results of implementing the task-based language teaching and experiential culture learning cycle instructional model for enhancing intercultural communication competence of undergraduate students at Guangxi University of Science and Technology. The 3 research phases were carried out to answer the 3 research objectives. The population of Phase 1 consisted of 188 former students and 12 lecturers of Integrated English Course in semester 1 of academic year 2022 from 3 English orientations at Guangxi University of Science and Technology; and the sample group of Phase 1 consisted of 128 former students and 6 lecturers from the above mentioned population. The target group of Phase 2 comprised 5 experts, and the sample group of Phase 3 included 34 freshmen who enrolled in Integrated English course from Class A at Guangxi University of Science and Technology. The research instruments involved 1) a questionnaire for students and a semi-structured interview for lecturers, 2) a questionnaire for experts to confirm the instructional model, 3) a set of lesson plans based on the task-based language teaching and experiential culture learning cycle instructional model, and 4) a set of pretest and posttest paper. The data was analyzed statistically with mean, standard deviation, and percentage. The research revealed the following. 1. The factors influencing the development of intercultural communication competence of undergraduate students at Guangxi University of Science and Technology comprised 4 internal factors and 5 external factors. The internal factors included motivation and valence, students’ perception of ICC-relevant knowledge and skills, cognitive style and personality, and effort and effort attribution, whereas the external factors included teacher role, teaching objectives, teaching materials, teaching methods and student-teacher interaction and cooperation, and teaching assessment. 2. The task-based language teaching and experiential culture learning cycle instructional model for enhancing intercultural communication competence of undergraduate students at Guangxi University of Science and Technology included 5 components: 1) principle and rationale, 2) objectives, 3) contents, 4) method of teaching & materials, and 5) evaluation. And the six steps designed for the instructional model were 1) pre-task, 2) participation cycle, 3) description and interpretation cycle, 4) presentation cycle, 5) response cycle, and 6) summary and after-class task. The model was 100% confirmed to meet the criteria of utility, feasibility, propriety, and accuracy standards, as evaluated by five experts. 3. It was found that students’ intercultural communication competence developed significantly at a “High” relative developmental level. This result is in line with the research hypothesis, which predicted that students’ intercultural communication competence will be higher after the implementation of the taskbased language teaching and experiential culture learning cycle instructional model. Keywords: Task-Based Language Teaching, Experiential Culture Learning Cycle, Instructional Model, Intercultural Communication Competence, Undergraduate Students
Bansomdejchaopraya Rajabhat University. Office of Academic Resources and Information Technology
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