Students’ and teachers’ perceptions and practices of intercultural communication awareness in an ELT program at a Saudi Arabian university

Abstract

The recognition of intercultural elements in English language teaching is evident in policies but is insufficiently addressed in classrooms (Baker, 2015b). The linguistic environment in Saudi Arabia is rapidly aligning with the Common European Framework of Reference for Languages (CEFR). However, integrating diverse languages and cultural meanings poses challenges to established norms.
This thesis explores the views and practices related to Intercultural Communication Awareness (ICA) among students and instructors at Taibah University's English Language Centre (ELC) in Saudi Arabia. Using a qualitative methodology that includes interviews, classroom observations, and focus group discussions, the study provides a comprehensive examination of intercultural communication dynamics within the ELC. Participants include local English teachers, instructors from other Arabic-speaking countries, teachers from English-speaking nations, an English teacher from France, and four students. The choice of ELC as a focal point is influenced by Saudi Arabia's increasing openness following Vision 2030 and the cultural context of Madinah, which shapes participants' understanding of ICA. A qualitative interpretivist lens with thematic analysis is applied to interpret the data, capturing perceptions and practices, including the acknowledgment of cultural differences.
The findings offer valuable insights into the status of ICA in English language education at Taibah University. By gathering empirical data, the research highlights the perspectives of both educators and students, underscoring the urgent need for reforms in teaching strategies to align with contemporary ICA concepts. This research serves as a resource for policymakers and educators, emphasising the importance of incorporating culturally responsive teaching methods to enhance language education in an interconnected world.

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