Employing Photovoice to Raise Intercultural Sensitivity and Reflective Thinking of Male and Female Iranian EFL Learners
الموضوعات :
مهزاد کریمی
1
(Department of English, Khorasgan (Esfahan)Branch, Islamic Azad university, Khorasgan, Iran)
عزیزه چالاک
2
(Department of English, Khorasgan (Esfahan)Branch, Islamic Azad university, Khorasgan, Iran)
حسین حیدری تبریزی
3
(Department of English, Khorasgan (Esfahan)Branch, Islamic Azad university, Khorasgan, Iran)
الکلمات المفتاحية: gender, reflective thinking, Intercultural Sensitivity, Photovoice, Written Narratives,
ملخص المقالة :
Developing L2 learners' intercultural sensitivity and reflective thinking is essential for second language learning. Thus, this study aimed to investigate the impact of photovoice on intercultural sensitivity and reflective thinking. To this end, a sample of 48 intermediate EFL learners was recruited from an English language institute in Isfahan, Iran and placed into a photovoice group (PG) and a control group (CG) using a quasi-experimental design. An Intercultural Sensitivity Scale (ISS) was employed as a pretest and posttest. The collected data were analyzed by running a two-way MANCOVA. The results indicated a significant improvement of the PG regarding reaching the higher levels of intercultural sensitivity and the PG's female participants outperformed their male counterparts in gaining higher scores in three dimensions of the ISS. The students' writings accompanied the taken photos were also coded by two raters. The results revealed that photovoice resulted in higher levels of reflective thinking. To explore the photovoice participants' attitudes, a semi-structured interview was conducted. The emerging codes indicated that the participants had positive attitudes towards the photovoice project. Thus, the photovoice method could give the EFL learners an opportunity to raise the levels intercultural sensitivity and reflective thinking.
Abyareh, R. (2009). Tourism attractions and their influence on handicraft employment in Isfahan (Master's thesis). Lulea University of Technology, Sweden.
Aiello, G. & Woodhouse, A. (2016). When corporations come to define the visual politics of gender: The case of Getty image. Journal of Language and Politics, 15(3), 352-368.
Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31(1), 71-94.
Atkinson, D., & Kaplan, R. B. (1994). A critical approach to critical thinking in ESL. Paper Presented at the 28th Annual TESOL Convention, Baltimore, M.
Barnawi, O. Z. (2010). Finding a place for critical thinking and self-voice in college English as foreign language writing classrooms. English Language Teaching, 4(2), 190-197.
Bayles, P. P. (2009). Assessing the intercultural sensitivity of elementary teachers in bilingual schools in a Texas school district (Doctoral dissertation). University of Minnesota.
Bennett, M. J. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. In M. Paige (Ed.), Education for the intercultural experience. Yarmouth, ME: Intercultural Press.
Bennett, M. J. (2013). Basic concepts of intercultural communication: Paradigms, principles, and practices. Boston: Intercultural Press.
Bennett, M. J. (2004). Becoming interculturally competent. In J. Wurzel (Ed.), Towards multiculturalism: A reader in multicultural education (pp. 62-77). Newton, MA: Intercultural Resource Corporation.
Bost, E., & Wingenbach, G. (2018). The photo narrative process: Students' intercultural learning in agriculture. Journal of International Agricultural and Extension Education, 25(4), 83-98.
Bowers, H. M. (2017). A case study of photovoice as a critical reflection strategy in a field seminar. Practice Digest, 7(2), 1-10.
Byram, M. (2008). From foreign language education to education for intercultural citizenship. Bristol: Multilingual Matters.
Chen, G. M., & Starosta, W.J. (2000). The development and validation of the intercultural sensitivity scale. Human Communication, 3, 1-15.
Cohen, L., Manion, L., & Marrison, K. (2007). Research methods in education (6th edn.). USA, New York, Routledge.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed method approaches (4th edn.). Thousand Oaks, CA: SAGE Publications, Inc.
Demirdog, S. (2015). The relationship between critical thinking abilities and classroom management skills of high school teachers. Educational Research and Reviews, 10(7), 850-855.
Facione, P. A. (2010). Critical thinking: what it is and why it counts? Millbrae, CA: Peter A. Measured Reasons and the California Academic Press.
Foster, A., Kohn, L., McGuire, M., Miller, M., Miller, B. (2010). The power of TWS: Exploring the impact of teacher work samples (TWS) on teacher candidates' ability to reflect on teaching and learning. Curriculum and Teaching Dialogue, 12, 117-136.
Geranpayeh, A. (2003). A quick review of English Quick Placement Test. University of Cambridge ESOL Examination. Extract from Research Notes, 12, 8-10.
Graf, A., & Harland, L. (2005). Expatriate selection: evaluating the discriminant, convergent, and predictive validity of five measures of interpersonal and intercultural competence. Journal of Leadership and Organizational Studies, 11, 46-62.
Graziano, K. J. (2011). Working with English language learners: Preservice teachers and photovoice. International Journal of Multicultural Education, 13(1), 1-19.
Hammer, M., R., Bennet, M., J., & Wiseman, R. (2003). Measuring intercultural sensitivity: The intercultural development inventory. International Journal of Intercultural Relation, 27, 421-443.
Harland, J., & Wondra, J. (2011). Perspective teachers' reflection on clinical experiences: A comparison of blog and final paper assignment. Journal of Digital Learning in Teacher Education. 27(4), 128-133.
Harrison, B. (2002). Seeing health and illness worlds, using visual methodologies in a sociology of health and illness: A methodological review. Sociology of Health and Illness, 24(6), 856-872.
Helmer, J. (2007). Factors influencing the referral of English language learners within an international elementary school: A mixed method approach (Doctoral dissertation). Available from ProQuest Dissertations and Theses database.
Holm, K., Nokelainen, P., & Tirri, K. (2009). Relationship of gender and academic achievement of Finnish students' intercultural sensitivity. High Abilities Studies, 20(2), 187-200.
Jain, S. (2013). Experiential training for enhancing intercultural sensitivity. Journal of Cultural Diversity, 20(1), 15-20.
Karimi, M., Chalak, A., & Heidari Tabrizi, H. (2018). Employing participatory language learning through the use of photovoice in Iranian EFL settings: The case of reflective narratives. Journal of Teaching Language Skills, 37(2), 65-90.
Kembr, D., McKay, J., Sinclair, K., & Wong, K. F. (2008). A four-category scheme for coding and assessing the level of reflection in written work. Assessment Evaluation in Higher Education, 33(4), 369-379.
Kennerly, R. M., & Davis, T. (2014). Service-learning intercultural communication, and video production praxis: Developing a sustainbale program of community activism with/in Latino migrant community. In L. R. Frey & D. L. Palmer (Eds.) (pp. 321-352), Teaching communication activism: Communication education for social justice. New York, NY: Hampton Press.
Kramsch, C., & Whiteside, A. (2008). Language ecology in multilingual settings: Towards a theory of symbolic competence. Applied Linguistics, 29(4), 645-671.
Mantle-Bromly, C. (1992). Preparing teachers to make a difference in global education. Foreign Language Annals, 26(12), 418-435.
Martinson, R. (2011). Predicting changes in cultural sensitivity among students of Spanish during short-term study abroad. Hispania, 94, 121-141.
McMurray, A. A. (2007). Measuring intercultural sensitivity of international and domestic college students: The impact of international travel (Master's thesis). University of Florida.
Rahimi, A., & Soltani, A. (2011). Teachability of intercultural sensitivity from the perspective of ethnocentrism vs. ethnorelativism: An Iranian experience. Iranian Journal of Applied Linguistics, 14(1), 113-139.
Ruiz-Bernardo, P., Ferrandez-Burrueco, R., & Sales-Ciges, M. (2012). Application of the CIPP model in the study of factors that promote intercultural sensitivity. Relieve, 18(2), 1-14.
Samovar, L. A., Porter. A. E., & McDaniel, E. R. (2010). Communications between cultures. Belmont, CA: Wadsworth/ Cengage Learning.
Sobkowaik, P. (2016). Critical thinking in the intercultural context: Investigating EFL books. Studies in Second Language Learning and Teaching, 6(4), 697-716.
Strack, R. W., Lovelace, K. S., & Jordan, T. D., & Holmes, A. P. (2010). Framing photovoice using a social-ecological logic model as a guide. Health Promotion Practice, 11, 629- 636.
Su, Y. C. (2018). Assessing Taiwanese college students' intercultural sensitivity, EFL interests, attitudes toward native English speakers, ethnocentrism, and their interrelation. The Asia-Pacific Education Researcher, 27(3), 217-226.
Tupas, R. (2014). Intercultural education in everyday practice. Intercultural Education, 25(4), 243-254.
Yuen, Y. M. C., & Grossman, D. (2009). The intercultural sensitivity of students' teachers in three cities. Compare: A Journal of Comparative and Intercultural Education, 39(3), 349-365.
Wang, C. C., & Burris, M. A. (1997). Photovoice: concept, methodology, & use for participatory need assessment. Health Education & Behavior, 24(3), 369-387.
Westrick, J. M., & Yuen, C. Y. M. (2007). The intercultural sensitivity of secondary teachers in Hong Kong. A comparative study with implications of professional development. Intercultural Education, 18(2), 129-145.
Yuen, C. Y. M. (2010). Dimensions of diversity: Challenges to secondary school teachers with implications for intercultural teacher education. Teaching and Teacher Education, 26(3), 732-741.
