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Fostering Intercultural Competence T...

Elam, Jesse Russell.

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Fostering Intercultural Competence Through Problem-Based Learning: A Case Study of a Socioculturally Modified Curriculum in Japanese Higher Education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Fostering Intercultural Competence Through Problem-Based Learning: A Case Study of a Socioculturally Modified Curriculum in Japanese Higher Education./
Author:	Elam, Jesse Russell.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	231 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-09, Section: A.
Contained By:	Dissertations Abstracts International80-09A.
Subject:	English as a Second Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10975665
ISBN:	9780438875616

Fostering Intercultural Competence Through Problem-Based Learning: A Case Study of a Socioculturally Modified Curriculum in Japanese Higher Education.
Elam, Jesse Russell.

Fostering Intercultural Competence Through Problem-Based Learning: A Case Study of a Socioculturally Modified Curriculum in Japanese Higher Education. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 231 p.

Source: Dissertations Abstracts International, Volume: 80-09, Section: A.

Thesis (Ed.D.)--University of South Carolina, 2018.

This item must not be sold to any third party vendors.

The purpose of this exploratory mixed-methods action research study was to expose six students studying Oral Communications 1 (OC1) at Japan's Technical University (JTU) to a sociocultural component using the textbook Mirrors and Windows (Huber-Kriegler, Lazar, & Strange, 2003) over an eight-week period with the assistance of project-based learning (PBL). Both quantitative and qualitative data were collected using: (a) the IDI, (b) field notes, (c) reflective student journals, (d) worksheets from in-class tasks, and (d) a focus group. This dissertation used Mertler's (2014) step-by-step process of action research to collect, document, and to analyze data concerning the students' changes in intercultural competence. The Intercultural Development Inventory (IDI) was used as the primary quantitative source of data in addition to categorized quantified anecdotes from the qualitative sources using meta-inferences. A case study was constructed using the qualitative sources (the field notes, worksheets, and focus group) through narrative analysis to further elaborate on the results from the IDI. Both quantitative and qualitative interpretations showed successful improvement in three participants' intercultural competence-from polarization defense to minimization-after the completion of the curriculum adjustment. Furthermore, analysis of the case study illustrated why some students were able to transcend polarization defense while others failed. Through the action research process improvements to the sociocultural component, methodology, and theoretical framework for future studies are discussed.

ISBN: 9780438875616Subjects--Topical Terms:

3423938
English as a Second Language.
Subjects--Index Terms:

Developmental model of intercultural sensitivity

Fostering Intercultural Competence Through Problem-Based Learning: A Case Study of a Socioculturally Modified Curriculum in Japanese Higher Education.
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