Developing Cultural Competence in a Bachelor's Degree Program in English Language Teaching

TALK SHOW ''CULTURE EXCHANGE AS A PATHWAY TO NATIVELIKE ENGLISH PROFICIENCY''

English proficiency has become an essential competency for university students in responding to the demands of global communication. However, opportunities for students to engage in authentic interactions with native speakers or international students remain limited, resulting in low self-confidence and insufficient intercultural communication experience. This community service program aimed to enhance students' English communication skills, self-confidence, and intercultural communicative competence through a talk show entitled Cultural Exchange for Fluency: Sharing Experiences with International Students. The program employed a Participatory Learning and Interactive Cultural Exchange approach consisting of presentations, interactive discussions, question-and-answer sessions, direct conversational practice, and reflection activities. The participants comprised 60 undergraduate students from the English Education Study Program and several other study programs at Universitas Madani Indonesia. The program was evaluated through classroom observations, documentation, and a five-point Likert-scale questionnaire. The findings revealed that 87.5% of the participants reported increased confidence in speaking English, 91.2% demonstrated improved intercultural understanding, 90.4% experienced higher motivation to learn English, and 94.3% expressed overall satisfaction with the implementation of the program. These findings indicate that the cultural exchange approach effectively created an authentic and supportive learning environment that encouraged students to communicate more actively in English while simultaneously strengthening their intercultural communicative competence. Therefore, this community service program provides an innovative learning alternative that contributes to improving students' English communication skills and fostering global perspectives.

Formation of Intercultural Communicative Competence in Technical University Students in the Context of the Globalization of Engineering Education

Globalization of engineering education requires technical university students to develop not only professional skills but also intercultural communicative competence (ICC) in English and other foreign languages. ICC enables students to interact effectively in multicultural professional environments, understand cultural differences, and collaborate in international teams. The study aims to examine methods for developing ICC among technical students in the context of global engineering education. The research combines theoretical analysis (literature review, comparative analysis of intercultural teaching methodologies) with empirical approaches (pedagogical experiment, observation, surveys, analysis of student presentations and projects). Results indicate that targeted intercultural instruction and project-based collaborative activities enhance students’ ability to communicate across cultures, increase cultural awareness, and strengthen professional language competence. Students demonstrated improved teamwork, problem-solving, and adaptability in multicultural settings.

Building Japanese Students’ Confidence and Intercultural Competence Through COIL

The purpose of this qualitative pilot study was to examine the potential of collaborative online international learning (COIL) between Japanese and Norwegian universities to enhance Japanese students’ English learning and intercultural competence. Over a period of four weeks, students engaged in asynchronous cultural exchanges through video presentations and peer feedback. Data included pre- and post-project questionnaires and reflective journals focused on students’ perceptions of English communication, anxiety, confidence, and intercultural awareness. Findings indicate that participation in COIL fostered enjoyment and created a supportive environment that functioned as a safe space for English practice. Students reported increased confidence in speaking and listening, reduced anxiety, and heightened motivation to engage in intercultural communication. Participation in the project also encouraged critical reflection on one’s own and others’ cultures, supporting the possible development of intercultural communicative competence. Although challenges such as uneven language development and logistical constraints were identified, the findings suggest that COIL supports preparation for global communication in diverse, non-native English contexts. 本研究は、国際協働オンライン学習（Collaborative Online International Learning：COIL）が、日本人大学生の英語学習と異文化理解能力に与える影響を検討したものである。日本とノルウェーの大学生が4週間にわたるビデオプレゼンテーションを通じて非同期型交流を実施し、学習者の振り返り記録とプロジェクト前後のアンケートを質的分析した。その結果、スピーキングとリスニングへの自信向上、異文化コミュニケーション意欲の高まり、他文化への相対的な視点の促進等、異文化コミュニケーション能力の発達の兆候が確認された。一部課題はあるが、COILの英語学習への有益性が示唆された。

Research on Optimizing Teaching Paths in College English Classrooms Based on Intercultural Communication Principles

Inclusive education in higher education institutions: issues, challenges and roles within the Malaysian education system

Fostering international understanding in educational settings increasingly relies on effective cultural brokering, especially in regions experiencing growing multicultural interactions like Jazan, Saudi Arabia. In this context, culturally responsive teaching (CRT) plays a vital role in helping graduates navigate intercultural communication. This study investigates the perceptions of English graduates from Jazan University regarding cultural brokering and its impact on their intercultural communication skills. A mixed-methods approach was used to gather both numerical and descriptive insights. Quantitative data were collected through a structured questionnaire given to 117 English graduates, using a five-point Likert scale to assess students’ confidence in intercultural communication, perceptions of cultural brokering, and the level of institutional support for cultural awareness. To supplement the survey results, semi-structured interviews were conducted with a smaller group of participants to gain deeper understanding of their intercultural experiences. The results show that most participants reported moderate confidence in intercultural communication, recognizing cultural brokering as a crucial skill for engaging with diverse communities. However, graduates also noted several challenges, including limited opportunities for genuine intercultural interaction and insufficient curricular focus on cultural mediation skills. Participants also pointed out that while the university environment promotes cultural awareness, institutional support for formal intercultural training remains limited. The study highlights the importance of incorporating cultural brokering practices into English language and teacher-education programs to enhance students’ intercultural competence. These findings provide practical suggestions for curriculum developers, teacher educators, and policymakers, emphasizing the need for more structured initiatives that foster culturally responsive learning environments in Saudi higher education.

English Language Teachers’ Experiences and Perceptions on the Effectiveness of TPD Training: A Narrative Inquiry

Teachers’ professional development is one of the major factors in enhancing the quality of second or foreign language (English) teaching. In the context of Nepal, Teachers Professional Development training is provided by the government; however, it’s effectiveness from the teachers’ perspective and experiences is not well explored. So, this study aims to explore English language teachers’ perceptions and experiences with using training skills and techniques in the everyday classroom. I employed narrative inquiry as a research method. Four English teachers from Kathmandu Metropolitan City were interviewed to explore their lived experiences and perceptions. The findings showed that teachers perceived training skills as a source that helps them understand the shift from traditional to modern teaching and become familiar with information Communication Technology and modern tools and techniques. Similarly, when training was transformed into a classroom setting, teachers felt more motivated and confident. The study also highlighted that practical application of training skills in the classroom can create a more effective learning environment and enhance the quality of education. The study recommends continuing the training program and conducting strong monitoring and evaluation after its completion. Effectiveness of training, experiences of teachers, perceptions, TPD training