Pub Date : 2022-12-08DOI: 10.1108/lthe-06-2021-0047
Carole Ayoub Moubareck
PurposeA composting project was introduced into an undergraduate microbiology course, to evaluate its efficacy against traditional lecturing for teaching environmental sustainability.Design/methodology/approachThe research project was a semester-long intervention. Three groups of students participated in the study: a group of 47 female undergraduate students were involved in a composting project, a group of 43 female students were exposed to a traditional lecture and a group of 34 students were the control group. A pretest and a posttest were used, along with poster presentations for the composting project students. In addition, a questionnaire was used to examine students' attitudes toward composting and their waste management practices.FindingsThe project and lecture groups showed significant increases in average test-scores, with the post-project increase (20.9 points) being higher than the post-lecture increase (12.3 points). The questionnaire revealed that nonorganic waste recycling was practiced irregularly, while food waste was reused as livestock feed by 38% of the students. Composting was not common, but 23% of the students in the project group started household composting during the project. The students who were most satisfied with the project outcomes were willing to spend higher prices for a composting box (p = 0.036), showing a high correlation between awareness raising and environmental sustainability practices.Social implicationsThe project-based learning approach had more impact than the traditional lecture in teaching environmental sustainability to the students. The project succeeded in improving students' composting knowledge and increased their interest in continuing the composting practices at home.Originality/valueThe study is the first attempt to measure the direct impact of composting education on Emirati students' knowledge of, and interest in environmental sustainable practices, vis-à-vis composting.
{"title":"The effectiveness of project-based learning on Emirati undergraduate students in a microbiology course","authors":"Carole Ayoub Moubareck","doi":"10.1108/lthe-06-2021-0047","DOIUrl":"https://doi.org/10.1108/lthe-06-2021-0047","url":null,"abstract":"PurposeA composting project was introduced into an undergraduate microbiology course, to evaluate its efficacy against traditional lecturing for teaching environmental sustainability.Design/methodology/approachThe research project was a semester-long intervention. Three groups of students participated in the study: a group of 47 female undergraduate students were involved in a composting project, a group of 43 female students were exposed to a traditional lecture and a group of 34 students were the control group. A pretest and a posttest were used, along with poster presentations for the composting project students. In addition, a questionnaire was used to examine students' attitudes toward composting and their waste management practices.FindingsThe project and lecture groups showed significant increases in average test-scores, with the post-project increase (20.9 points) being higher than the post-lecture increase (12.3 points). The questionnaire revealed that nonorganic waste recycling was practiced irregularly, while food waste was reused as livestock feed by 38% of the students. Composting was not common, but 23% of the students in the project group started household composting during the project. The students who were most satisfied with the project outcomes were willing to spend higher prices for a composting box (p = 0.036), showing a high correlation between awareness raising and environmental sustainability practices.Social implicationsThe project-based learning approach had more impact than the traditional lecture in teaching environmental sustainability to the students. The project succeeded in improving students' composting knowledge and increased their interest in continuing the composting practices at home.Originality/valueThe study is the first attempt to measure the direct impact of composting education on Emirati students' knowledge of, and interest in environmental sustainable practices, vis-à-vis composting.","PeriodicalId":53784,"journal":{"name":"Learning and Teaching in Higher Education-Gulf Perspectives","volume":"26 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83427773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-03DOI: 10.1108/lthe-10-2020-0048
M. Achour, Hasnah Alghamdi
PurposeThis study aimed to address the importance and effects of studying history and Islamic history on students’ political awareness.Design/methodology/approachTo achieve the objectives of this study, a questionnaire was used. A total of 315 university students aged 17–50 years old participated in the study. These students represented three of the most influential universities in the Kingdom of Saudi Arabia.FindingsThe results revealed a strong, positive and significant correlation between the study of history and students’ political awareness.Originality/valueThe findings of this study indicated that studying history and Islamic history leads to an increased level of students’ political awareness. Therefore, studying history is important for university students to develop their political awareness and prepare them as future leaders.
{"title":"Studying history and its effect on students’ political awareness: a case study of Saudi university students","authors":"M. Achour, Hasnah Alghamdi","doi":"10.1108/lthe-10-2020-0048","DOIUrl":"https://doi.org/10.1108/lthe-10-2020-0048","url":null,"abstract":"PurposeThis study aimed to address the importance and effects of studying history and Islamic history on students’ political awareness.Design/methodology/approachTo achieve the objectives of this study, a questionnaire was used. A total of 315 university students aged 17–50 years old participated in the study. These students represented three of the most influential universities in the Kingdom of Saudi Arabia.FindingsThe results revealed a strong, positive and significant correlation between the study of history and students’ political awareness.Originality/valueThe findings of this study indicated that studying history and Islamic history leads to an increased level of students’ political awareness. Therefore, studying history is important for university students to develop their political awareness and prepare them as future leaders.","PeriodicalId":53784,"journal":{"name":"Learning and Teaching in Higher Education-Gulf Perspectives","volume":"24 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82249006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-14DOI: 10.1108/lthe-01-2021-0004
Amani K. Hamdan Alghamdi, A. Aldossary, Waisi Elhassan
PurposeThis classroom-based qualitative study explored the effectiveness of the debate learning strategy in female postgraduate education in Saudi Arabia, which is implementing its recent national development plan, Vision 2030. Educational reform is key to its transition to a modernized, knowledge-based economy. The debate format was used to elicit views on educational reforms and necessitated forming and articulating well-reasoned arguments and logic.Design/methodology/approachAt a Saudi Eastern Province university, 13 female postgraduate students (preservice teachers) participated in a student-centered learning environment conducive to debates. Documents prepared for the debate underwent a qualitative content analysis.FindingsData were readily classified into five categories: educational reforms should meet 21st century skills, achieve educational outcomes, ensure Saudi Arabia’s knowledge-based economy, prioritize the role of the university and recognize the impact of both teachers and curricula. As key players in the nation’s future, participants affirmed the ongoing need for educational innovation and modernization.Originality/valueWhile debates are an authentic part of Arabian heritage, they are less utilized in Saudi higher education settings. Findings affirm that debates are a beneficial learning strategy for bolstering future educators’ participation in Saudi Arabia’s educational reform.
{"title":"Using classroom debates to elicit views on educational reforms","authors":"Amani K. Hamdan Alghamdi, A. Aldossary, Waisi Elhassan","doi":"10.1108/lthe-01-2021-0004","DOIUrl":"https://doi.org/10.1108/lthe-01-2021-0004","url":null,"abstract":"PurposeThis classroom-based qualitative study explored the effectiveness of the debate learning strategy in female postgraduate education in Saudi Arabia, which is implementing its recent national development plan, Vision 2030. Educational reform is key to its transition to a modernized, knowledge-based economy. The debate format was used to elicit views on educational reforms and necessitated forming and articulating well-reasoned arguments and logic.Design/methodology/approachAt a Saudi Eastern Province university, 13 female postgraduate students (preservice teachers) participated in a student-centered learning environment conducive to debates. Documents prepared for the debate underwent a qualitative content analysis.FindingsData were readily classified into five categories: educational reforms should meet 21st century skills, achieve educational outcomes, ensure Saudi Arabia’s knowledge-based economy, prioritize the role of the university and recognize the impact of both teachers and curricula. As key players in the nation’s future, participants affirmed the ongoing need for educational innovation and modernization.Originality/valueWhile debates are an authentic part of Arabian heritage, they are less utilized in Saudi higher education settings. Findings affirm that debates are a beneficial learning strategy for bolstering future educators’ participation in Saudi Arabia’s educational reform.","PeriodicalId":53784,"journal":{"name":"Learning and Teaching in Higher Education-Gulf Perspectives","volume":"6 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76979655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-19DOI: 10.1108/lthe-02-2021-0014
N. Raut, Gweneth Gorman
PurposeThe interruption of on-campus teaching and learning, due to the COVID-19 pandemic, forced universities around the globe to rethink their pedagogical models and adopt innovative strategies and approaches that enabled continuity of learning. Engineering schools and faculties were faced with the challenge of how to continue to engage students with the practical component of coursework, especially in terms of lab work and experimentation, which are mandatory requirements for degree awards.Design/methodology/approachThis study documents how the Faculty of Engineering in a university in Oman engaged students with the practical component of their course during the pandemic by launching the remote DoIt@Home Lab. The DoIt@Home Lab approach included the design and development of video recorded labs, virtual labs, simulation exercises and DoIt@Home experiments which were provided to students as teaching tools and guides to conducting home experiments remotely.FindingsThis study presents the DoIt@Home Lab approach introduced to Year 2 Chemistry for engineering students. Students' grades improved by 11% over the previous year when the course was delivered face-to-face. Failure rates dropped by 8% while the number of students earning a 3.25 grade point average (GPA) or higher increased by 18%.Originality/valueThe DoIt@Home Lab for engineering courses could enhance students' learning experience and create an effective remote learning environment. While the DoIt@Home Lab was created to supplement on-campus activity in the event of a temporary disruption, it can also be used to supplement regular face-to-face program delivery.
{"title":"Emergency transition to remote learning: DoIt@Home Lab in engineering","authors":"N. Raut, Gweneth Gorman","doi":"10.1108/lthe-02-2021-0014","DOIUrl":"https://doi.org/10.1108/lthe-02-2021-0014","url":null,"abstract":"PurposeThe interruption of on-campus teaching and learning, due to the COVID-19 pandemic, forced universities around the globe to rethink their pedagogical models and adopt innovative strategies and approaches that enabled continuity of learning. Engineering schools and faculties were faced with the challenge of how to continue to engage students with the practical component of coursework, especially in terms of lab work and experimentation, which are mandatory requirements for degree awards.Design/methodology/approachThis study documents how the Faculty of Engineering in a university in Oman engaged students with the practical component of their course during the pandemic by launching the remote DoIt@Home Lab. The DoIt@Home Lab approach included the design and development of video recorded labs, virtual labs, simulation exercises and DoIt@Home experiments which were provided to students as teaching tools and guides to conducting home experiments remotely.FindingsThis study presents the DoIt@Home Lab approach introduced to Year 2 Chemistry for engineering students. Students' grades improved by 11% over the previous year when the course was delivered face-to-face. Failure rates dropped by 8% while the number of students earning a 3.25 grade point average (GPA) or higher increased by 18%.Originality/valueThe DoIt@Home Lab for engineering courses could enhance students' learning experience and create an effective remote learning environment. While the DoIt@Home Lab was created to supplement on-campus activity in the event of a temporary disruption, it can also be used to supplement regular face-to-face program delivery.","PeriodicalId":53784,"journal":{"name":"Learning and Teaching in Higher Education-Gulf Perspectives","volume":"58 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84456403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-22DOI: 10.1108/lthe-03-2022-088
C. Gitsaki
{"title":"Editorial: Making a difference in students' academic performance","authors":"C. Gitsaki","doi":"10.1108/lthe-03-2022-088","DOIUrl":"https://doi.org/10.1108/lthe-03-2022-088","url":null,"abstract":"","PeriodicalId":53784,"journal":{"name":"Learning and Teaching in Higher Education-Gulf Perspectives","volume":"1 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82981495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-11DOI: 10.1108/lthe-08-2020-0025
Y. Almoslamani
PurposeThis study aimed to investigate the learning strategies adopted by Saudi university students and explore the differences in the use of learning strategies due to gender and academic achievement.Design/methodology/approachThe study utilized a cross-sectional descriptive analytic approach and adopted the brief “ACRA-C” learning strategies scale. The study sample consisted of 365 students enrolled at a Saudi university selected using the random clustering technique.FindingsThe study revealed that microstrategies and study habits are the most preferred strategies by Saudi university students. Statistically significant differences in the use of learning strategies were found between male and female students in favor of the female students. The study also found that learning strategies are a significant predictor of students' academic achievement.Research limitations/implicationsThe study was limited to one college in one Saudi university. Future studies should use larger samples from different colleges and universities in Saudi Arabia and incorporate a variety of measures of academic achievement, such as students' grades in specific courses rather than the overall grade average.Originality/valueWhile there are a number of studies that investigated the use of learning strategies by students, there is a lack of such research in the higher education context of Saudi Arabia. Hence, the current study contributes to closing this gap in the literature by looking at the use of learning strategies by university students in Saudi Arabia and the relationship between strategy use, gender and academic achievement.
{"title":"The impact of learning strategies on the academic achievement of university students in Saudi Arabia","authors":"Y. Almoslamani","doi":"10.1108/lthe-08-2020-0025","DOIUrl":"https://doi.org/10.1108/lthe-08-2020-0025","url":null,"abstract":"PurposeThis study aimed to investigate the learning strategies adopted by Saudi university students and explore the differences in the use of learning strategies due to gender and academic achievement.Design/methodology/approachThe study utilized a cross-sectional descriptive analytic approach and adopted the brief “ACRA-C” learning strategies scale. The study sample consisted of 365 students enrolled at a Saudi university selected using the random clustering technique.FindingsThe study revealed that microstrategies and study habits are the most preferred strategies by Saudi university students. Statistically significant differences in the use of learning strategies were found between male and female students in favor of the female students. The study also found that learning strategies are a significant predictor of students' academic achievement.Research limitations/implicationsThe study was limited to one college in one Saudi university. Future studies should use larger samples from different colleges and universities in Saudi Arabia and incorporate a variety of measures of academic achievement, such as students' grades in specific courses rather than the overall grade average.Originality/valueWhile there are a number of studies that investigated the use of learning strategies by students, there is a lack of such research in the higher education context of Saudi Arabia. Hence, the current study contributes to closing this gap in the literature by looking at the use of learning strategies by university students in Saudi Arabia and the relationship between strategy use, gender and academic achievement.","PeriodicalId":53784,"journal":{"name":"Learning and Teaching in Higher Education-Gulf Perspectives","volume":"32 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82073966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-08DOI: 10.1108/lthe-01-2021-0006
A. Hazaea, S. Almekhlafy
PurposeStudents of mixed-ability learning together in one class is a challenge for all educators, especially in English as foreign language (EFL) contexts. Timed reading activity (TRA) is an activity that can help educators address the learning needs of students in such a context. The present study investigated the effectiveness of the TRA in enhancing EFL students' reading rate and reading comprehension as well as in making them aware of potentially wrong reading strategies that they may be using.Design/methodology/approachA classroom intervention was designed for a group of preparatory year (PY) students at a Saudi university. The study sample consisted of one intact class of 29 students. Data were collected from pre- and post-tests of students' reading rate and reading comprehension as well as progress charts. In addition, a questionnaire was used to identify the reading strategies used by the students.FindingsThe results showed that the TRA generally enhanced the reading comprehension and the reading rate of EFL mixed-ability students as well as raised their awareness of their use of wrong fast reading strategies.Originality/valueThe results of the study support the use of TRA as a remedial reading activity in EFL mixed-ability classes.
{"title":"Timed reading activity for developing EFL students' reading skills in mixed-ability classes","authors":"A. Hazaea, S. Almekhlafy","doi":"10.1108/lthe-01-2021-0006","DOIUrl":"https://doi.org/10.1108/lthe-01-2021-0006","url":null,"abstract":"PurposeStudents of mixed-ability learning together in one class is a challenge for all educators, especially in English as foreign language (EFL) contexts. Timed reading activity (TRA) is an activity that can help educators address the learning needs of students in such a context. The present study investigated the effectiveness of the TRA in enhancing EFL students' reading rate and reading comprehension as well as in making them aware of potentially wrong reading strategies that they may be using.Design/methodology/approachA classroom intervention was designed for a group of preparatory year (PY) students at a Saudi university. The study sample consisted of one intact class of 29 students. Data were collected from pre- and post-tests of students' reading rate and reading comprehension as well as progress charts. In addition, a questionnaire was used to identify the reading strategies used by the students.FindingsThe results showed that the TRA generally enhanced the reading comprehension and the reading rate of EFL mixed-ability students as well as raised their awareness of their use of wrong fast reading strategies.Originality/valueThe results of the study support the use of TRA as a remedial reading activity in EFL mixed-ability classes.","PeriodicalId":53784,"journal":{"name":"Learning and Teaching in Higher Education-Gulf Perspectives","volume":"49 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76892177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-21DOI: 10.1108/lthe-03-2021-0026
M. Shehzad, Md. Kamrul Hasan, Rida Ahmed, Shazma Razzaq, Shehzad Ahmed
PurposeGrit is a novel, rather an important psychological variable that has been associated with performance in the English as a second or foreign language (ESL/EFL) context. However, there is a dearth of research on the relationship of grit and pronunciation performance among EFL learners. Consequently, the current study sought to establish the association between grit and the pronunciation performance of Saudi EFL learners by employing pronunciation self-efficacy beliefs as a mediating variable.Design/methodology/approachA quantitative correlational research design was deployed in this research. Data were collected from 350 Saudi university EFL learners using questionnaires and a pronunciation test.FindingsFindings indicated that both the dimensions of grit (i.e. perseverance of effort and consistency of interest) showed a significant and positive association with the learners' pronunciation self-efficacy beliefs. Also, the pronunciation self-efficacy beliefs showed a significant and positive association with the pronunciation performance. Lastly, findings indicated that pronunciation self-efficacy beliefs mediated the association between girt (i.e. perseverance of effort and consistency of interest) and pronunciation performance.Originality/valueThe study’s findings have implications for the EFL classroom. By incorporating grit and self-efficacy beliefs into students, teachers can enhance their students' English pronunciation performance.
{"title":"The nexus between grit and pronunciation performance among EFL learners: the mediating role of pronunciation self-efficacy beliefs","authors":"M. Shehzad, Md. Kamrul Hasan, Rida Ahmed, Shazma Razzaq, Shehzad Ahmed","doi":"10.1108/lthe-03-2021-0026","DOIUrl":"https://doi.org/10.1108/lthe-03-2021-0026","url":null,"abstract":"PurposeGrit is a novel, rather an important psychological variable that has been associated with performance in the English as a second or foreign language (ESL/EFL) context. However, there is a dearth of research on the relationship of grit and pronunciation performance among EFL learners. Consequently, the current study sought to establish the association between grit and the pronunciation performance of Saudi EFL learners by employing pronunciation self-efficacy beliefs as a mediating variable.Design/methodology/approachA quantitative correlational research design was deployed in this research. Data were collected from 350 Saudi university EFL learners using questionnaires and a pronunciation test.FindingsFindings indicated that both the dimensions of grit (i.e. perseverance of effort and consistency of interest) showed a significant and positive association with the learners' pronunciation self-efficacy beliefs. Also, the pronunciation self-efficacy beliefs showed a significant and positive association with the pronunciation performance. Lastly, findings indicated that pronunciation self-efficacy beliefs mediated the association between girt (i.e. perseverance of effort and consistency of interest) and pronunciation performance.Originality/valueThe study’s findings have implications for the EFL classroom. By incorporating grit and self-efficacy beliefs into students, teachers can enhance their students' English pronunciation performance.","PeriodicalId":53784,"journal":{"name":"Learning and Teaching in Higher Education-Gulf Perspectives","volume":"9 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81732966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-27DOI: 10.1108/lthe-09-2021-0087
Tanju Deveci, G. Elgamal, D. Dalton, D. J. Langille
PurposeThis study investigated the effects of an intercultural communication (IC) course on Emirati university students' intercultural sensitivity (IS).Design/methodology/approachThe participants were 89 Emirati students. The course required student involvement in a variety of tasks and activities, both inside and outside the classroom. The development of the students' IS was tracked using two instruments: the Intercultural Sensitivity Scale (ISS) and a reflective writing task.FindingsThe difference between the students' overall pre-test and post-test scores was at a statistically significant level. The data from the reflective writing papers showed that the course developed the students' IS with a particular effect on their awareness of other cultures, barriers to effective communication and self-confidence.Originality/valueIn an increasingly globalized world, the findings of this study highlight the importance of a course designed to enhance university students' IS and therefore intercultural competence. They also indicate the need for more experiential learning to bridge in-class and out-of-class experiences which facilitate the development of students' intercultural competence.
{"title":"The development of Emirati university students' intercultural sensitivity","authors":"Tanju Deveci, G. Elgamal, D. Dalton, D. J. Langille","doi":"10.1108/lthe-09-2021-0087","DOIUrl":"https://doi.org/10.1108/lthe-09-2021-0087","url":null,"abstract":"PurposeThis study investigated the effects of an intercultural communication (IC) course on Emirati university students' intercultural sensitivity (IS).Design/methodology/approachThe participants were 89 Emirati students. The course required student involvement in a variety of tasks and activities, both inside and outside the classroom. The development of the students' IS was tracked using two instruments: the Intercultural Sensitivity Scale (ISS) and a reflective writing task.FindingsThe difference between the students' overall pre-test and post-test scores was at a statistically significant level. The data from the reflective writing papers showed that the course developed the students' IS with a particular effect on their awareness of other cultures, barriers to effective communication and self-confidence.Originality/valueIn an increasingly globalized world, the findings of this study highlight the importance of a course designed to enhance university students' IS and therefore intercultural competence. They also indicate the need for more experiential learning to bridge in-class and out-of-class experiences which facilitate the development of students' intercultural competence.","PeriodicalId":53784,"journal":{"name":"Learning and Teaching in Higher Education-Gulf Perspectives","volume":"7 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79101597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：