Imatge de la portada

The Role of Intercultural Competence in Second Language Acquisition: Enhancing Motivation and Learning Outcomes

Guardat en:
Publicat a:The Educational Review, USA vol. 9, no. 9 (2025), p. 764-769
Autor principal: Guo, Zixuan
Altres autors: Li, Yuxuan
Publicat:
Hill Publishing Group Inc
Matèries:
Teaching
Students
Curricula
Communication
Research design
Educational technology
Learning environment
Teachers
Content and language integrated learning
Personalized learning
Motivation
Linguistics
Education
Pedagogy
Language acquisition
English as a second language
Artificial intelligence
Willingness to communicate
Second language learning
Classrooms
Learning outcomes
Task-based language teaching
Communicative language teaching
Qualitative research
Learning Activities
Communicative Competence (Languages)
Curriculum Development
Adult Learning
Individualized Instruction
Student Motivation
Cultural Awareness
Cross Cultural Training
Grammar
Competence
Content Analysis
Educational Methods
English (Second Language)
Communication Skills
English Learners
Cultural Influences
Holistic Approach
Educational Experience
Educational Facilities Improvement
Cross Cultural Studies
Accés en línia:Citation/Abstract
Full Text
Full Text - PDF
Etiquetes: Afegir etiqueta
Sense etiquetes, Sigues el primer a etiquetar aquest registre!
Resum:This study explores the role of Intercultural Competence (IC) in Second Language Acquisition (SLA), examining its impact on learners' motivation and communicative outcomes. While SLA research has emphasized linguistic and cognitive factors, integrating intercultural perspectives provides a more holistic approach to language education. IC fosters cultural awareness, engagement, and communicative skills, complementing methodologies such as Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), and Content and Language Integrated Learning (CLIL). With the growing use of technology and Artificial Intelligence (AI) in SLA, new opportunities for personalized learning arise, alongside challenges of authenticity and human interaction. This research adopts a qualitative design, using semi-structured interviews with 200 learners and 30 educators, analyzed through thematic analysis. Findings are expected to demonstrate how IC enhances learner motivation and classroom effectiveness, contributing to more inclusive pedagogical practices and offering insights into its role in both traditional and digital learning contexts.
ISSN:2575-7938
2575-7946
DOI:10.26855/er.2025.09.001
Font:Education Database