INTRODUCTION
Background to the Study
In today's globalized world, English serves as the official international language, facilitating communication among individuals from diverse linguistic backgrounds (Tran Quoc Thao, 2017) The intricate relationship between language and culture is widely acknowledged, with language acting as a vital component of cultural expression (Zhang, 2010) Agar (1994) emphasizes that culture is embedded in language, highlighting its role as both a reflection and embodiment of cultural reality Consequently, individuals from various cultural backgrounds engage in distinct forms of intercultural communication (IC).
James and Shammas (2013) highlight the vital role of intercultural intelligence (ICI) for English as a Foreign Language (EFL) students, noting that those in culturally diverse environments enhance their communication skills and broaden their intercultural knowledge This development fosters self-awareness and helps students understand their identity in relation to other cultures, ultimately preparing them for realistic and professional interactions.
Education is a vital aspect of human life, encompassing more than just reading and writing; it involves acquiring essential life skills and knowledge from both academic and practical experiences (Ajisoko, 2020) It plays a crucial role in fostering happier and more successful lives In today's globalized world, the significance of English as an international language and a lingua franca is undeniable, facilitating cross-cultural communication worldwide (Tran Quoc Thao & Dang Van Hung, 2014) Furthermore, as Ajisoko (2020) highlights, learning English is a skill-based process that requires diverse methods and techniques, reflecting the profound impact of modern education.
Recent scientific discoveries and swift technological advancements have transformed language teaching and learning The integration of the Internet and information and communication technologies (ICTs) represents a modern strategy for addressing challenges in education, extending beyond conventional classroom settings.
E-learning, or online learning, is rapidly gaining traction among educational institutions and organizations due to its significant advantages over traditional teaching methods Tamm (2019) highlights that e-learning enables teachers and students to engage in virtual classrooms, facilitating personalized and self-paced learning experiences This mode of education is also more cost-effective, as it eliminates geographical barriers associated with conventional classrooms A variety of online educational tools, such as Facebook, YouTube, and Skype, are now available for learning languages, particularly English Skype, a popular Web 2.0 tool, offers effective communication through video conferencing and chat, making it accessible on various devices like computers and smartphones Its widespread use across different educational levels provides numerous teaching and learning opportunities (Hashemi & Azizinezhad, 2011; Blankenship, 2011; Foote, 2008; Messner, 2009).
In 2010, it was highlighted that teachers can connect and collaborate with educators and experts globally to create engaging lessons and activities for students According to Melnyk (2016), another benefit of using Skype is that it enables students to interact and exchange various items with their peers, enhancing their learning experience.
3 teachers, or experts like lessons, useful information, bright ideas, valuable experiences, and diverse cultures.
Statement of the Problem
At Ho Chi Minh City University of Transport (UTH), many EFL students across various faculties, including Information Technology and Engineering disciplines, face significant challenges in comprehending and retaining specialized English vocabulary in their ESP courses This struggle extends to their inability to engage effectively in English with peers, lecturers, and individuals from diverse cultural backgrounds, leading to a tendency toward passivity and embarrassment in their language learning journey Furthermore, a lack of intercultural intelligence hampers their ability to interact in cross-cultural environments Consequently, these issues prevent EFL students from meeting the academic standards established by the university.
The 21st century has brought remarkable technological advancements in education, necessitating a shift from outdated traditional language teaching methods to more effective approaches Utilizing technology, such as Skype-based interaction, enhances the learning of foreign languages, particularly English, while also fostering intercultural intelligence.
Aims and Objectives of the Study
This study investigates the effectiveness of Skype-based interactions in improving the intercultural intelligence of EFL students at Ho Chi Minh City University of Transport (UTH) The primary objective is to assess how these virtual interactions can enhance students' understanding and appreciation of diverse cultures.
➢To examine EFL students’ attitudes towards the use of Skype-based interaction for enhancing the intercultural intelligence at UTH;
➢To explore EFL students’ perceptions of the effectiveness of the use of Skype-based interaction on enhancing intercultural intelligence.
Research Questions
In order to accomplish the aforementioned purposes in the current study, the following research questions are created as follows:
1 What are EFL students’ attitudes towards the use of Sky-based interaction for enhancing the intercultural intelligence at UTH?
2 What are EFL students’ perceptions of the effectiveness of the use of Sky- based interaction on enhancing the intercultural intelligence at UTH?
Scope of the Study
This study, conducted at Ho Chi Minh City University of Transport (UTH), a leading state university for transportation training in Southern Vietnam, aimed to investigate the use of SBI to enhance EFL students' intercultural competence The research focused on EFL students from different academic years—freshmen, sophomores, juniors, and seniors—who had an intermediate English proficiency Participants engaged in a ten-week course, with classes held once a week for 2.5 hours, specifically within English 6 classes.
Accordingly, among many instruments and measuring strategies, a questionnaire and a semi-structured interview were used by the researcher to collect data as part of a mixed-methods strategy (quantitative and qualitative).
Significance of the Study
The preliminary findings of this study are anticipated to significantly enhance the understanding of how Sky-based interaction impacts EFL students' intercultural intelligence, providing valuable insights for future research in this area and related fields.
Within the scope of this study, in an intellectual effort to raise strong awareness of the Sky-based interaction’s substantial roles in enhancing English language
This study investigates the impact of Sky-based interaction on English language learning and intercultural intelligence among EFL students at UTH It highlights the current perspectives of these students and aims to provide pedagogical implications to enhance their learning experiences The research is expected to significantly contribute to improving intercultural intelligence in English language education at UTH Additionally, the findings will serve as a valuable resource for educators and future studies in this field.
Definition of Key Terms
In order to help readers better perceive the content of this study, some key terms are clarified as follows:
Attitude encompasses an individual's evaluation, beliefs, feelings, and predispositions towards specific objects, people, events, or situations, shaping their overall mindset and responses to life's various aspects This study specifically examines EFL students' attitudes towards the implementation of SBI to enhance ICI at UTH.
❖Culture is defined as a particular group of people's way of life, particularly their prevailing practices and beliefs, at a specific time
❖ICC refers to the capacity to carry out communication actions in a culturally varied setting that negotiate each other's cultural identities (Chen and Starosta, 1999)
❖ICI refers to the abilities for intercultural self-awareness, identity, and understanding in relation to others’ culture to prevent intercultural conflicts
❖Skype is a free communication software developed in 2003 by Niklas Zennstrom and Janus Friis that enables users to conduct online calls and video conferences as well as send instant messages
Effectiveness measures how well a process meets its intended goals or desired outcomes In this study, it specifically pertains to EFL students' perceptions of how effective the use of SBI is in enhancing ICI at UTH.
Organization of the Study
This study has five distinct chapters as follows:
This chapter is structured into eight sections, beginning with an introduction that outlines the study's background and highlights the significance of Skype-based interaction (SBI) in educational settings The statement of the problem articulates the compelling reasons for conducting the research Following this, the aims and objectives of the study are clearly defined The research questions are then formulated to guide the exploration of EFL students' attitudes and perceptions regarding the effectiveness of SBI in enhancing their intercultural intelligence The chapter also includes sections on the scope and significance of the study, definitions of key terms, and an overview of the thesis organization.
LITERATURE REVIEW
Introduction
This chapter critically evaluates the literature related to the thesis's main focus, beginning with an exploration of the role of culture in English language teaching and learning, highlighting the essential connection between culture and language It then presents various definitions and components of intercultural intelligence (ICI) and discusses its vital role in effective communication Additionally, the chapter reviews activities designed for teaching and learning intercultural intelligence, followed by an examination of attitudes and perceptions regarding the effectiveness of Skype-based interactions in enhancing ICI It concludes with a depiction of previous studies on the topic and its conceptual framework, culminating in a summary of the chapter.
Culture in English Language Teaching and Learning
The term "culture" is a complex and expansive concept that requires precise definition, leading to various interpretations that highlight its unique phenomena (Tran Quoc Thao & Dang Van Hung, 2014) Scholars have characterized culture as a collection of attributes, including knowledge, beliefs, values, norms, customs, traditions, rituals, and behavior patterns shared within a society and transmitted across generations (Tylor, 1958; Banks, 1988; Kim, 2003) Furthermore, culture influences individuals' cognitive and emotional behaviors, shaping their attitudes and perceptions, which can significantly affect daily activities such as hobbies (Kuo & Lai, 2006).
(2002) considers language is more than just understanding actual sounds, words, and
Language encompasses the principles, ideas, and methods for utilizing sounds, words, and sentences to express thoughts and actions According to Kim (2003), it serves as a communication system that employs codes and symbols for individuals to convey their feelings, knowledge, and to organize information Recognized as the most powerful means of communication globally, language also reflects the thoughts and behaviors of a society (Gao, 2006).
The relationship between culture and language is deeply intertwined and interdependent Culture significantly influences language by shaping individuals' behaviors, values, and habits (Kuo and Lai, 2006) Learning a language extends beyond understanding its structure and vocabulary; it also requires an examination of societal behaviors and cultural values (Krasniqi, 2019) Language not only reflects culture but is also molded by it, as noted by Brown (2007), highlighting their inseparable nature This connection underscores that language serves as a vital medium for social interaction, fostering the development of cultures (Choudhury, 2013).
In the realm of teaching English as a second language, the connection between culture and language has sparked considerable debate Culture plays a crucial role in language education, as highlighted by Mahmoud (2015), who asserts that integrating cultural knowledge is vital for achieving language proficiency A learner's cultural background significantly affects their motivation to learn a foreign language Additionally, Tomalin (2008) emphasizes that teaching cultural competencies is essential, positioning culture as the fifth language competence in effective language instruction.
The fifth language competence enhances students' ability to adapt their use of English, enabling them to understand, appreciate, and engage with the beliefs, customs, and unique traits of diverse cultures that differ from their own.
Teaching culture is undeniably challenging, but it is essential for effective language instruction Graves (1996) emphasizes that educators should integrate cultural knowledge with the development of behavioral skills and sensitivity in cross-cultural interactions, while also highlighting the significance of culture in human interactions Cakir (2006) adds that teachers must be mindful of students' attitudes and values to maintain their motivation Furthermore, targeted cultural awareness activities in foreign language courses can significantly enhance educational outcomes and improve students' language proficiency, as noted by Tomlinson and Masuhara (2004).
Intercultural Intelligence (ICI)
While terms like cultural intelligence, intercultural sensitivity, and intercultural competence have been extensively studied, research on intercultural intelligence (ICI) remains limited According to Urnaut (2014), intelligence refers to intellectual capacity and problem-solving skills, including thinking, perceiving relationships, and learning In the context of intercultural intelligence, Urnaut defines it as a set of capabilities that enable effective work in diverse cultural settings Similarly, Peterson (2004) describes intercultural intelligence as the capacity to engage in various cultural behaviors, highlighting its importance in navigating multicultural environments.
Effective communication relies on language and interpersonal skills, along with qualities such as flexibility and tolerance for ambiguity These attributes should be tailored to align with individuals' unique perspectives, competencies, cultural values, and attitudes towards the world, fostering meaningful interactions through communicative activities.
Intelligence is often associated with competencies and intellectual abilities (Navaitienė et al., 2013) Intercultural intelligence encompasses a range of attitudes, including openness, curiosity, and respect, along with the ability to observe and learn about both one's own culture and others It involves skills such as adaptation and empathy, as well as an awareness of cultural similarities and differences, which are essential for effectively managing relationships with individuals from diverse linguistic and cultural backgrounds (Portera, 2014; Tran Quoc Thao, 2015).
In the realm of multicultural communication, "intercultural communicative competence" (ICC) has gained significant traction among EFL learners ICC refers to the ability to effectively communicate with individuals from diverse cultural and linguistic backgrounds using a non-native language Understanding "intercultural intelligence" is crucial as it plays a vital role in improving students' intercultural competence and language skills in cross-cultural interactions.
Living and working in an intercultural environment necessitates a deep understanding of diverse values, rules, and behaviors to foster effective interactions across different cultural contexts Success in communication activities within organizations is increasingly challenging in today's global village without a solid foundation in intercultural knowledge.
Urnaut's (2014) expanded definition of intercultural intelligence identifies four interdependent components: metacognition, cognition, motivation, and behavior This multidimensional construct emphasizes the significance of intercultural interactions influenced by differences in race, ethnicity, and nationality.
The metacognitive dimension is essential for enhancing critical thinking about unfamiliar cultures, as it relates to individuals’ cultural understanding (Ang et al., 2007) Additionally, the cognitive component reflects the knowledge of cultural values and customs gained through personal experience (Rose et al., 2010) The motivational dimension emphasizes the ability to concentrate and engage effectively in various cultural contexts, which is crucial for adapting to different norms (Urnaut, 2014) Furthermore, the behavioral dimension involves demonstrating appropriate verbal and nonverbal responses when interacting with diverse cultures (Ang et al., 2003).
Individuals with high intercultural intelligence possess diverse strategies for engaging with new perspectives and unfamiliar behaviors Research indicates that metacognitive and cognitive dimensions are crucial for cultural analysis and judgment, while motivational and behavioral aspects focus on cross-cultural adaptation Additionally, the interplay between metacognitive and behavioral traits significantly enhances task effectiveness.
Numerous studies highlight the significant correlation among the four dimensions of intercultural intelligence This research will further explore the positive relationships between these dimensions, focusing particularly on the correlational analysis of metacognitive, cognitive, and other related aspects.
The study emphasizes that motivational intercultural competence (ICI) significantly influences students' behavioral ICI A positive correlation exists between metacognitive and behavioral ICI, as students with high metacognitive awareness tend to adapt their behaviors in response to cultural differences (Gooden et al., 2017) When students are intrinsically motivated to understand cultural diversity, their behaviors reflect this awareness (Ang et al., 2007) However, Ang et al (2007) also note that cognitive ICI does not necessarily translate into behavioral change, as awareness of cultural differences does not guarantee a corresponding adjustment in actions The interplay among motivational, metacognitive, and cognitive ICIs is crucial, as students who are emotionally engaged are better equipped to navigate diverse cultural contexts (Gooden et al., 2017) Furthermore, Ng et al (2012) highlight the importance of motivational ICI in developing both metacognitive and cognitive ICI, suggesting that increased awareness of cultural differences enhances students' perceptions and responses to these variations (Gooden et al., 2017).
Language proficiency, encompassing linguistic skills, sociolinguistic understanding, and debate capabilities, alongside intercultural competence, which involves personality traits, life experiences, adaptability, and awareness, is essential for effective and swift integration into multicultural contexts.
2019) In a nutshell, the term “intercultural intelligence” in the study can be understood as a set of students’ abilities acquired through Skype-based interaction to
Developing language proficiency encompasses linguistic, sociolinguistic, and debate skills, along with targeted cultural knowledge in areas such as history, geography, and political systems This comprehensive approach enhances individuals' abilities to interact effectively with diverse cultures in multicultural contexts.
2.3.3 The Importance of ICI in Communication
In today's globalized world, social and economic activities are on the rise, leading to an increased awareness of the importance of learning foreign languages This understanding goes beyond viewing language merely as a tool for communication; it recognizes language as a vital carrier of culture Additionally, language reflects the unique characteristics of a nation, encompassing its historical and cultural contexts, lifestyle perspectives, and thought processes.
Intercultural intelligence is a crucial skill for effective multicultural communication among EFL learners in the 21st century In the context of EFL education, it enhances both teachers' and learners' language competence, knowledge, attitudes, and skills, fostering greater intercultural self-awareness and identity This development is essential for preventing communication breakdowns, cultural shock, and conflicts, as highlighted by Tran Quoc Thao and Duong My Tham (2014).
Intercultural communication can lead to confusion and failed interactions if not grounded in a specific cultural context (Yu, 2014) To succeed as effective intercultural speakers, learners must cultivate cultural knowledge and awareness to engage meaningfully in diverse communities (Tran Quoc Thao, 2017) Ultimately, Harrison and Peacock (2010) highlight the various opportunities and challenges inherent in intercultural communication.
Activities for Teaching and Learning ICI
In recent decades, the recognition of cultural dimensions has become a fundamental aspect of language learning and instruction (Cao Le Thanh Hai, 2017) Language teaching goals are now centered on an individual's ability to effectively use foreign languages in various contexts, rather than merely achieving proficiency in interaction (Council of Europe, 2001) This shift emphasizes the importance of intercultural intelligence, which refers to the capacity to respond appropriately and adaptively to the behaviors, thoughts, and aspirations of individuals from different cultures (Meyer, 1991).
Students can use Skype in various ways to enhance their learning experience and facilitate interaction Here are some common activities for which students can use Skype:
Students can effectively communicate and collaborate with their peers on group projects and assignments using Skype This platform allows them to create group chats, engage in video calls, or conduct voice calls to discuss ideas, share resources, and work together seamlessly.
Skype facilitates the formation of virtual study groups, enabling students to connect and collaborate remotely Through this platform, they can engage in discussions about course materials, pose questions, and collectively review key concepts, enhancing their learning experience.
Language exchange through Skype offers students the opportunity to enhance their speaking and listening skills by connecting with native speakers By finding language partners or participating in exchange groups, learners can engage in meaningful conversations that significantly improve their language proficiency.
In remote and blended learning environments, students can engage actively in virtual classroom sessions via Skype, allowing them to ask questions, participate in discussions, and interact with both instructors and peers.
Students have the opportunity to participate in virtual guest speaker sessions through platforms like Skype, which offer valuable insights and real-world examples from experts in various fields These presentations enhance learning by providing specialized knowledge on specific topics and industries.
● Virtual Office Hours: Students can schedule one-on-one virtual meetings with their instructors or teaching assistants for additional clarification, guidance, or feedback on assignments or course content
Research on ICI cultivation methods in higher education is limited, highlighting the need for more studies in this area Additionally, addressing various challenges is essential for fostering cultural self-awareness and enhancing intercultural intelligence among students (James & Shammas).
In 2013, the ICI framework, which encompasses metacognition, cognition, motivation, and behavior, serves as a foundation for developing effective teaching and learning activities aimed at enhancing students' intercultural intelligence (ICI) and language skills through Sky-based interaction A crucial principle in this process is the establishment of a secure and supportive communication environment that encourages honesty, cooperation, safety, and kindness, allowing all language learners to engage openly and fully (Lee & Greene, 2004; James & Shammas, 2013; Hiasat, 2019) This article outlines a variety of successful activities designed to foster these outcomes.
Firstly, providing developmentally scaffolded activities is extremely essential
Students are encouraged to explore intercultural information by comparing their home cultures with others, drawing on their diverse language skills and cultural knowledge This process allows them to reflect on their experiences and judgments, fostering a deeper understanding of global perspectives.
Students can enhance their cultural appreciation through scaffolded tasks that encourage exploration of their own and others' cultures For instance, by selecting cultural objects like flags, languages, and traditional costumes, students can engage in discussions that reveal both visible and hidden cultural elements, reinforcing their national identity and cultural values Additionally, students can analyze current intercultural conflicts, such as dress codes and customs, using their cultural self-awareness This analysis allows them to recognize and articulate conflicts stemming from cultural diversity while exploring effective conflict resolution strategies.
Initially, students may hesitate to engage in discussions with individuals from diverse cultures due to a lack of cultural knowledge and communication skills, as well as insufficient support from their teachers However, as they become familiar with collaborative learning tasks, their comfort level increases To enhance this process, teachers can provide instructional materials such as video lectures, images, multimedia presentations, and additional resources focused on cultural knowledge and identity, making interactions with peers and guest speakers more enjoyable and effective (Hiasat, 2019).
In this study, the author implemented intercultural exchange activities via video calls and virtual study groups on Skype to enhance students' intercultural intelligence Students engaged in presentations and dialogues with native English speakers from countries such as the US, Canada, the UK, and South Africa, facilitating a rich learning experience.
Engaging in intercultural exchange activities enhances students' confidence and motivation, ultimately improving their overall language proficiency and intercultural intelligence By exploring significant cultural themes and ideas, learners can develop a deeper understanding of diverse perspectives.
The Effectiveness of the Use of Skype-Based Interaction for Enhancing
Raman and Krishnasamy (2015) highlight Skype as an effective tool for enhancing English teaching and learning, with students expressing positive attitudes towards its video conferencing capabilities Engaging with individuals from diverse cultural backgrounds not only improves their English proficiency but also fosters an appreciation for cultural differences and insights into history and social norms (Coverdale-Jones, 2000) Despite challenges such as equipment shortages and ineffective teaching methods affecting the quality of face-to-face video interactions (Ghazal et al., 2015), students' perceptions often shift positively after these experiences Skype-based interactions encourage motivation and facilitate collaborative exchanges between students and teachers (Sivakumar, 2015), while also creating an innovative learning environment that enhances intercultural competence (Mitchell et al., 2010) Activities like conversations and discussions on Skype provide valuable opportunities for students to develop their English skills and cultural awareness, preparing them for future roles as virtual team members (Davis & Zigurs, 2008; Robey et al., 2000).
In the era of Industrial 4.0, Information and Communication Technology (ICT) has emerged as a critical factor for transforming language education It enhances the quality of teaching and learning while facilitating effective interactions between teachers and students (Ammanni & Aparanjani, 2016; Ntongieh, 2016; Tran Quoc Thao, Duong My Tham & Huynh Thi Thien Ngan, 2019) Among various educational tools, Skype stands out as a popular and efficient platform for fostering cross-cultural communication, thanks to its user-friendly interface and features (Hung & Yuen, 2010; Wu & Marek, 2014; Fedorova et al., 2018).
To effectively evaluate how SBI can enhance ICI, it is crucial to consider several key factors, including the increase in cultural awareness and knowledge Through Skype, students have the opportunity to engage with individuals from diverse cultural backgrounds, allowing them to better understand different perspectives, customs, and beliefs Assessing students' cultural awareness can highlight the positive impact of Skype-based interactions on ICI Additionally, improving intercultural communication skills is vital, as effective communication is a cornerstone of ICI SBI enables students to practice and refine their communication abilities with peers from various cultures Evaluating students' skills in negotiating cultural differences, demonstrating empathy, actively listening, and adapting their communication styles can further illustrate the effectiveness of Skype-based engagement in enhancing intercultural communication skills.
Cultivating cultural sensitivity and empathy is crucial, as interacting with diverse cultures through Skype enhances these qualities Effective Skype conversations encourage students to embrace and appreciate different cultural perspectives.
20 and to show empathy for others' circumstances Examining students' levels of cultural sensitivity and empathy can reveal whether or not Skype-based interactions have a positive impact on ICI
The use of Skype-based interaction (SBI) significantly enhances students' comfort and confidence in cross-cultural communications By facilitating regular encounters with individuals from diverse cultural backgrounds, SBI empowers students to initiate conversations, articulate their thoughts, and navigate intercultural challenges more effectively Assessing students' self-reported comfort and confidence levels in these interactions can provide valuable insights into the effectiveness of SBI in improving intercultural competence (ICI).
Attitudes towards the Use of Skype-Based Interaction
Numerous studies have explored learners' attitudes to understand their significant impact on language learning success, as highlighted by psychologists and educational researchers Attitude has been defined in various ways, with Rokeach (1968) describing it as a relatively stable organization of ideas that influences individuals to think and act favorably Allport (1967) further characterized attitude as a mental state shaped by experience, guiding a person's reactions to related items and situations Gardner (1980) defined it as a combination of an individual's nature, emotions, biases, anxieties, challenges, and beliefs regarding specific matters Additionally, Baker (1992) referred to attitude as a philosophical concept that reflects human psychology and perseverance.
To conclude, in the study, students had a tendency to respond positively or negatively to given concepts, opinions, objects, people, or circumstances Hence,
21 attitude affects each student’s decisions about responses to obstacles, opportunities, and rewards
Attitudes consist of three interconnected components: cognition, affection, and behavior, as identified by Wenden (1991) The cognitive aspect encompasses beliefs and perceptions related to the attitude object, involving various mental processes (Isti & Istikharoh, 2019) Schiffman and Kanuk (2004) highlight that knowledge and aspirations are shaped through interactions with the attitude object and relevant information The affective component reflects an individual's feelings and emotional responses, such as love or hate, towards objects or phenomena, with Eagly and Chaiken (1998) noting that these factors emphasize personal perceptions and aspirations Lastly, the behavioral aspect includes a person's tendencies and reactions towards the attitude object, necessitating responses—whether positive or negative—to address the consequences of their attitude (Jain, 2014).
The cognitive component of attitude focuses on perceptions and beliefs about objects, while the affective component encompasses emotional reactions such as love or hate towards those objects Additionally, the behavioral component pertains to actions or observable responses related to attitudes.
The study reveals that EFL students' attitudes towards Sky-based interaction significantly impact their English language learning and intercultural intelligence development Whether these attitudes are positive or negative, they play a crucial role in shaping the overall effectiveness of their language acquisition.
22 learning strategies and improve their intercultural intelligence to easily experience IC’s differences.
Perceptions of the Use of Sky-Based Interaction for Enhancing ICI
Through interactive Skype activities, students enhance their intercultural intelligence, which consists of four interconnected elements: cognition, metacognition, affection, and behavior Firstly, cognitive intercultural intelligence (ICI) involves students acquiring knowledge about different cultures, institutions, and customs, allowing them to understand cultural similarities and differences effectively (Dyne et al., 2012; Ang & Dyne, 2008) Secondly, metacognitive ICI emphasizes the importance of cultural awareness and adaptability, requiring students to prepare for intercultural interactions and to reflect on their cultural strategies to ensure effective communication (Ang & Dyne, 2008; Goldman, 1993) Thirdly, motivated intercultural intelligence encourages students to engage actively in understanding and navigating cultural differences, fostering confidence in their interactions with diverse groups Lastly, behavioral intercultural intelligence is crucial for students to demonstrate appropriate verbal and nonverbal responses when communicating with individuals from various cultural backgrounds (Ang & Dyne, 2008).
2008) It means that they might convey and explore positive and practical approaches to cultural rivalry and ambiguous resolutions that originate from cultural differences (e.g., Tuleja, 2014; Hiasat, 2019)
Previous Studies
Prior research by various scholars, including Baron-Earle (2013) and Wu and Marek (2018), indicates that online social media platforms, particularly Sky-based interaction, significantly enhance students' intercultural communication competence and learning outcomes Despite these findings, recent studies on Sky-based interaction's role in fostering intercultural intelligence are scarce Limited research has focused on developing a theoretical framework for intercultural competence (ICI) and its relevance in cultivating students' intercultural self-awareness and understanding of diverse cultures Notably, James and Shammas (2013) explored an ICI course for Emirati female business students at Higher Colleges of Technology - Dubai, revealing that participants improved their intercultural knowledge and self-awareness over the 16-week program However, the study emphasized the necessity of experiential activities for effective ICI development Additionally, Moore-Jones (2018) reviewed literature on perceived intercultural competence among faculty and students at George Mason University, highlighting the ongoing need for comprehensive studies in this area.
To comprehend the interplay and overlap among various categories, it is essential to explore the definitions of culture, intercultural sensitivity, and competence, while also examining the causal relationships evident at each stage.
The study presented 24 forms of intelligence, analyzed through an educational lens, demonstrating their application in classroom settings Hiasat (2019) identified effective activities for teaching male students intercultural competencies, enhancing their Intercultural Intelligence (ICI) through a three-credit course at Higher Colleges of Technology - Dubai Reflections from the ICI course revealed that students had increased opportunities to explore their cultural identities and understand cultural theories, regardless of their academic majors, through diverse resources and experiential learning activities Similarly, Shomoossi et al (2019) examined the intercultural intelligence interactions among 136 employees and students at Sabzevar University of Medical Sciences, utilizing Earley and Ang's questionnaire for data collection and SPSS for analysis Their findings underscored the significance of educational attainment and the necessity for university staff to enhance their intercultural competencies to better navigate diverse cultural contexts.
Research on enhancing intercultural communication skills in Vietnam, especially in higher education, is limited Le Thi Hang and Nguyen Thi Minh Loan (2018) from the School of Foreign Languages at Thai Nguyen University conducted a study to evaluate the effectiveness of Viet-Skype, a model facilitating virtual conversations via Skype Their research involved 40 participants, including 20 volunteers from countries such as Canada, the USA, Australia, the Philippines, and Venezuela, assessing the impact on students' intercultural communication competence.
A study involving retired educators from the United Kingdom and India, along with 20 English majors from Thai Nguyen University, participated in a 12-week course focused on intercultural communication Their journals and recorded videos were analyzed, revealing significant improvements in students' intercultural communication competence, including knowledge, skills, attitude, and awareness, after engaging in conversations with English-speaking volunteers via Skype The findings suggest that this approach can be effectively implemented at Thai Nguyen University and other higher education institutions to enhance students' intercultural communication skills Similarly, a study by Cao Le Thanh Hai (2017) at Hue University of Foreign Languages highlighted that 120 English majors recognized the importance of culture in developing intercultural competence, despite some gaps in understanding the relationship between language and culture.
This study aims to investigate the use of Skype-based interaction to enhance the intercultural intelligence of EFL students, particularly English majors, at Ho Chi Minh City University of Transport Despite limited research in this area, the study will examine students' attitudes towards Skype interactions and assess their significant impact on developing intercultural intelligence.
Conceptual Framework
The study's conceptual framework comprises interconnected aims and principles, emphasizing the goals of utilizing Sky-based interaction to enhance EFL students' intercultural intelligence These principles serve as the foundational concepts that facilitate the achievement of these objectives.
The researcher developed a conceptual framework for the study after thorough analysis of the reviewed literature This framework consists of interconnected goals and principles aimed at enhancing EFL students' intercultural intelligence through Sky-based interaction The goals outline the objectives of this approach, while the principles provide the foundational concepts necessary to achieve these aims.
This research investigates the impact of Sky-based interaction (SBI) on enhancing intercultural intelligence (ICI) among English as a Foreign Language (EFL) students It focuses on two main aspects: the attitudes of EFL students towards SBI and their perceptions of its effectiveness in improving their ICI Previous studies, such as those by Wenden (1991) and Eagly, provide a foundational context for this exploration.
& Claiken (1998), Schiffman & Kanuk (2004), Jain (2014) and Isti & Istikharoh
(2019) identified three interconnected elements that make up attitudes: cognition, affection, and behavior Interestingly, Goldman (1993), Fantini (2001), Ang & Dyne
(2008), and Hiasat (2019) addressed the significant correlation among ICI’s four dimensions, namely, metacognition, cognition, motivation, and behavior
METHODOLOGY
Introduction
This study aims to investigate EFL students' attitudes towards Skype-based interaction and assess their perceptions of its effectiveness in enhancing intercultural intelligence The research focuses on understanding how these interactions influence students' engagement and cultural awareness.
1 What are EFL students’ attitudes towards the use of Sky-based interaction for enhancing intercultural intelligence at Ho Chi Minh City University of Transport?
2 What are EFL students’ perceptions of the effectiveness of the use of Sky- based interaction on enhancing intercultural intelligence at Ho Chi Minh City University of Transport?
This chapter outlines the research design, the research site, and the sampling procedures employed It provides a detailed examination of the research instruments and the methods used for data collection and analysis The chapter concludes by addressing methodological concerns, including reliability, validity, and ethical considerations.
Research Design
To investigate EFL students' attitudes and perceptions regarding the effectiveness of Sky-based interaction in enhancing their intercultural intelligence, a combination of questionnaires and semi-structured interviews was employed to gather and analyze both qualitative and quantitative data This mixed-methods approach is advantageous when either quantitative or qualitative methods alone cannot fully address the research problem (Creswell & Creswell, 2018) Furthermore, incorporating both types of data is often essential in social studies to achieve a comprehensive understanding of the subject matter (Babbie & Rubin).
A total of 170 EFL students participated in a questionnaire aimed at exploring their attitudes and perceptions regarding the effectiveness of Sky-based interaction in enhancing intercultural intelligence.
Ho Chi Minh City University of Transport highlights the advantages of using closed-ended questions, which can save time and costs while facilitating a convenient evaluation of specific hypotheses and effective classification of relevant data.
The researcher conducted semi-structured interviews with 10 EFL students to collect qualitative data on their attitudes and perceptions regarding the effectiveness of Sky-based interaction in enhancing intercultural intelligence at UTH Through these interviews, the researcher gained insights into the students' experiences and challenges, as well as potential solutions to help them overcome obstacles in their learning process.
Research Site
The study was conducted at the Ho Chi Minh City University of Transport (UTH), a prestigious state university located at No 2, Vo Oanh Street, Binh Thanh District, Ho Chi Minh City, under the Ministry of Transport UTH serves as a leading multidisciplinary institution for transportation education in Southern Vietnam, currently hosting over 15,000 students across three campuses in Ho Chi Minh City The university comprises five faculties, four institutes, and one department dedicated to various training programs Notably, the Institute of Languages and Social Sciences at UTH plays a crucial role in providing English as a Foreign Language (EFL) instruction to students at all academic levels, including graduate, post-graduate, inter-college, regular, and in-service training, focusing on both basic and specialized English.
31 human resources for the transportation sector, namely maritime, road, inland waterway, and railway
The English curriculum is divided into two levels: general English (English 1 to 6) and specialized English courses tailored for specific fields, such as English for Management of Logistics and Multimodal Transport, and English for Mechanical Engineering Freshmen must complete English 1 to 6, using the Solutions (Third Edition, Oxford University Press) materials, while students with recognized English certificates like TOEFL, IELTS, or TOEIC are only required to take English 5 and 6, each worth 4 credits (60 periods) Sophomores and juniors will then advance to specialized English courses, which range from 2 to 3 credits, covering areas like English for Information Technology and English for Transportation Engineering.
Assumingly, the participants involved in the study were EFL students from faculties at UTH Additionally, they follow a typical academic program that lasts four years, eight semesters, and 120 credits
EFL students at UTH participate in English courses that require them to independently seek out and read academic materials while completing assignments on an online learning platform To enhance their language proficiency and intercultural intelligence, these courses incorporate Skype's academic features, facilitating various interactions such as messaging and video calls with classmates and friends from diverse cultures.
Sample and Sampling Procedures
This study analyzed a sample of 170 English as a Foreign Language (EFL) students, consisting of 109 males (51.9%) and 61 females (29%), who were selected through convenient sampling The participants volunteered to take part in the research.
32 convenience sampling was limited to those whose curriculum required regular interaction and collaboration with the researcher (Creswell, 2012) Pointedly, the detailed information of the participants was shown below
The study sample comprised primarily first-year students (27.6%), followed by third-year (25.2%), second-year (20%), and fourth-year students (8.1%) Participants were predominantly aged 18 (26.7%), 19 (17.6%), and over 19 (36.7%) A significant portion (37.1%) had studied English for over seven years, while only 28.1% and 15.7% had studied for three to seven years and less than three years, respectively Furthermore, the majority of participants (54.3%) reported dedicating less than one hour daily to English self-study, with 23.8% spending 1-1.5 hours and only 2.4% committing 1.5-2 hours.
Number of years’ learning English
Number of English self-study hours per day
A total of 170 EFL students completed the questionnaire independently, while 10 students from each of the four classes were purposefully selected for semi-structured interviews This approach aimed to compare their attitudes and perceptions regarding the effectiveness of Sky-based interaction in enhancing their English language learning and intercultural intelligence Details about the interviewees are provided in Table 3.2.
Number of years’ learning English
Number of English self-study hours per day
Research Instruments
Research instruments are essential tools used in conducting specific studies, and their selection is influenced by the chosen methods of information collection and the researcher's objectives Each research method employs various instruments, with Siegfried (2005) highlighting that both qualitative and quantitative techniques necessitate common tools, including tests, observations, questionnaires, and interviews.
In the current study, a mixed-methods approach was utilized, combining both quantitative and qualitative research techniques through the use of a questionnaire and semi-structured interviews to collect data Prior to distribution to participants, the researcher’s supervisor evaluated the questionnaire and interview questions to ensure their validity and reliability.
A closed-ended questionnaire was developed based on a conceptual framework to collect data, consisting of two parts: Part A for background information and Part B for assessing attitudes and perceptions about the effectiveness of Sky-based interaction in enhancing EFL students' intercultural intelligence The questionnaire includes 49 items, divided into attitudes (cognition, affection, behavior) and perceptions (language skills, cognition, metacognition, affection, behavior) In Part B, students rated their responses using a five-point Likert scale ranging from "Strongly disagree" to "Strongly agree," a widely recognized method for measuring attitudes and perceptions.
To ensure reliable responses from participants, the survey questionnaires were translated into Vietnamese, eliminating any language barriers and facilitating accurate feedback.
In addition to the questionnaire, a semi-structured interview was utilized to collect qualitative data, allowing participants to respond freely to unstructured questions (Driscoll, 2011) This method is effective for exploring factors such as intentions and satisfaction in learning a second language, as well as assessing students’ language proficiency (Seliger & Shahamy, 1989) The eight interview questions were crafted based on theories from the literature review, aiming to provide insights into students’ attitudes and perceptions regarding the effectiveness of semi-structured interviews in enhancing their intercultural competence These questions were translated into Vietnamese and distributed to 10 students who had completed the questionnaire Both the questionnaire and interview questions underwent piloting to ensure they would produce the desired outcomes (see Appendix C).
Data Collection Procedures
Following the official pilot study, a total of 210 questionnaires were distributed to students for data collection, with 170 completed copies returned Prior to filling out the questionnaire, participants were provided with information regarding the study's purpose and clear instructions on how to complete it The completion time for the questionnaire ranged from 15 to 20 minutes.
The researcher conducted interviews with two randomly selected groups of five students each, drawn from four classes using new English textbooks Prior to the interviews, participants were informed about the purpose of the discussion, and each student spent five to seven minutes answering questions.
36 questions Then, the participants’ answers were recorded, transcribed, and analyzed by using qualitative content analysis.
Data Analysis Procedures
The research utilized both qualitative and quantitative data analysis methods, employing SPSS version 26.0 for quantitative data from questionnaires, which were assessed based on mean scores and frequency The interpretation of interval mean scores categorized responses from strongly disagree (1-1.80) to strongly agree (4.21-5.00) For qualitative data obtained from interviews, a conceptual content analysis approach was implemented, involving transcription, careful review, and categorization aligned with the study's objectives Participants were coded as S1 through S10 for systematic data analysis.
Table 3.3 Methods of data analysis in relation to the research questions and instruments
Research questions Instruments Data analysis
RQ1 What are EFL students’ attitudes towards the use of SBI for enhancing ICI at UTH?
RQ2 What are EFL students’ perceptions of the effectiveness of the use of SBI on enhancing the
Methodological Issues
To ensure the reliability of the study, accurate and practical instruments were utilized, following a strict protocol for data interpretation (Tavakol & Dennick, 2011; Yin, 2009) The researcher tested these instruments to enhance their credibility, conducting a pilot study that assessed both content and language, which ultimately increased the study's dependability All questionnaire and semi-structured interview questions were translated into Vietnamese, allowing participants to respond accurately Additionally, SPSS software version 26.0 was used to calculate Cronbach's Alpha, revealing an impressive overall score of 992 for the questionnaire, as shown in Table 3.4.
The questionnaire demonstrates an exceptionally high level of reliability, with a dependability score of 978 for the 19 items related to attitudes and 991 for the 30 items concerning perceptions This strong reliability underscores the suitability of the questionnaire for effective data collection.
Validity, as defined by Whiston (2012), involves collecting data that is suitable for the measuring instruments used In this study, the researcher prioritized validity by developing content based on core theories sourced from authentic resources Additionally, data collection employed various instruments, including questionnaires and semi-structured interviews, which enhanced the overall validity of the findings.
To enhance the authenticity of the study, the researcher collaborated closely with their supervisor to review all questionnaire and semi-structured interview questions Additionally, the researcher ensured that the measuring instruments were suitable for assessing students' English language competence and understanding, aligning them with the study's objectives.
Ethics in research involves adhering to moral principles such as access, honesty, integrity, consent, and confidentiality (Bryman & Bell, 2007) Prior to conducting the survey, the researcher obtained permission from the board of leaders and participants at Ho Chi Minh City University of Transport Participant information was kept confidential, and individuals had the option to withdraw from the questionnaire and semi-structured interviews at any time Furthermore, all materials and data analyzed in this study were carefully archived in accordance with the regulations and policies of Ho Chi Minh City University of Technology.
RESULTS AND DISCUSSIONS
Introduction
This chapter details the findings from the data collected through questionnaires and semi-structured interviews, focusing on EFL students' attitudes towards Sky-based interaction It explores their perceptions of how effective this interaction is in enhancing intercultural intelligence The discussions evaluate these research findings, culminating in a concise summary of the chapter's insights.
Results
4.2.1 EFL Students’ Attitudes towards the Use of SBI for Enhancing ICI
The study explores EFL students' attitudes towards Sky-based interaction (SBI) as a means to enhance intercultural intelligence (ICI) The overall mean score of 3.57 (SD = 77) indicates a positive attitude among students towards SBI for ICI enhancement Notably, cognitive attitudes received the highest mean score of 3.67 (SD = 87), while behavioral attitudes scored the lowest at 3.44 (SD = 87) Affective attitudes had a mean score of 3.58 (SD = 79), suggesting that students recognize the significance of SBI in developing their ICI and enjoy its use However, a portion of the students showed indifference towards engaging with Sky-based interaction.
Table 4.1: EFL students’ attitudes towards the use of SBI for enhancing ICI
Note: M: Mean; SD: Standard Deviation
● EFL Students’ Cognitive Attitudes towards the Use of SBI for
This section examines the cognitive attitudes of EFL students regarding the use of Sky-based interaction to improve intercultural intelligence A total of seven items related to cognitive attitudes were incorporated into the questionnaire, with detailed statistics presented in Table 4.2.
Table 4.2: EFL students’ cognitive attitudes towards the use of SBI for enhancing ICI
A1 Face-to-face video interacting in English on Skype helps me to promote my English speaking skills 3.69 93
Engaging in face-to-face video interactions in English on Skype significantly enhances my English listening skills and contributes to my overall communication improvement.
A4 Face-to-face video interacting in English on Skype helps me to understand intercultural similarities 3.70 92
A5 Face-to-face video interacting in English on Skype helps me to understand intercultural differences 3.61 95
A6 Face-to-face video interacting in English on Skype helps me to raise my own awareness of foreign cultures 3.66 95
A7 Face-to-face video interacting in English on Skype helps me to respond flexibly and positively to intercultural encounters.
Note: M: Mean; SD: Standard Deviation
The items A1 through A7 in Table 4.2 show mean scores between 2.61 and 3.40, indicating a neutral perception among EFL students regarding the use of Sky-based interaction for enhancing intercultural intelligence Notably, participants acknowledged that face-to-face video interactions in English on Skype significantly contributed to improving their English speaking skills.
= 3.69, SD = 93) and “to promote English listening skills” (item A2: M = 3.73, SD
Participants recognized the numerous advantages of engaging in face-to-face video interactions in English via Skype, which included promoting their organization (M = 3.66, SD = 97), gaining insights into intercultural similarities (M = 3.70, SD = 92), and enhancing their understanding of intercultural differences (M = 3.61, SD = 95).
“raise [their] awareness of foreign cultures” (item A6: M = 3.66, SD = 95), and
“respond flexibly and positively to intercultural encounters” (item A7: M = 3.69, SD
The qualitative data obtained from the semi-structured interview was analyzed to enhance the understanding of Sky-based interaction's significance in shaping students' cognitive attitudes, complementing the insights derived from the quantitative data.
A study involving EFL students revealed unanimous agreement on the significant impact of Sky-based interaction in improving English language proficiency and intercultural intelligence Participants identified several key factors contributing to this enhancement.
“SBI is important since it helps EFL students develop their English skills for future careers.” (S1)
“I can deepen my understanding of textbooks and increase my knowledge of several topics because of SBI” (S2)
“SBI has a significant impact on learning because it is one of the contemporary ways that encourages students to take an active role in their education.” (S3)
“Thanks to SBI, students get more and more confidence in using English to communicate with peers.” (S4)
“SBI enlightens me on the value of intercultural intelligence in actual interactions with people from varied cultural backgrounds.” (S5)
“SBI is essential because it gives students the confidence they need to handle challenges that arise in daily life.” (S6)
“SBI helps students make friends from different cultures in the world.” (S7)
“Face-to-face English communication over Skype helps students not only promote their English proficiency but also learn more intercultural knowledge.” (S8)
“My ability to incorporate more technologies into my English language learning via the SBI (S9)
Sky-based interaction (SBI) plays a crucial role in enhancing English language skills by allowing students to practice outside the classroom Qualitative findings indicate that students from diverse majors and academic levels recognize the significance of SBI in improving their English proficiency and intercultural awareness Furthermore, utilizing SBI fosters greater comfort in cross-cultural communication, ultimately benefiting their future career prospects.
● EFL Students’ Affective Attitudes towards the Use of SBI for Enhancing ICI
The Table 4.3 shows that EFL students exposed their affective attitudes towards the use of Sky-based interaction for enhancing the intercultural intelligence in specific items from A8 to A13
Table 4.3: EFL students’ affective attitudes towards the use of SBI for enhancing ICI
A8 I feel more interested in learning English through SBI 3.52 84
A9 I feel absolutely delighted about greatly enriching my
A10 I feel more confident about my English speaking skills through SBI 3.59 90
A11 I feel more courageous in my English communication with overseas friends through SBI 3.59 89
A12 I feel more inspired to increase my English listening comprehension skills through SBI 3.62 88
A13 I feel more confident in my intercultural knowledge through SBI 3.56 88
Note: M: Mean; SD: Standard Deviation
All items from A8 to A13 received mean scores between 2.61 and 3.40, indicating a neutral perception among students This suggests that students view Sky-based interaction as beneficial for their English learning Notably, a considerable number of students reported that Sky-based interaction enhances their educational experience.
The implementation of SBI significantly enhanced students' levels of interest (M = 3.52, SD = 84), utter joy (M = 3.59, SD = 87), and confidence in intercultural knowledge (M = 3.56, SD = 88) Additionally, SBI contributed to a more enjoyable learning experience by improving students' English speaking skills (M = 3.59, SD = 90) and facilitating communication with overseas friends (M = 3.59, SD = 89) Furthermore, it provided the necessary motivation for many students to enhance their English listening comprehension (M = 3.62, SD = 88).
EFL students demonstrated positive affective attitudes towards the use of SBI, which significantly contributed to their academic performance Interview data revealed encouraging remarks from students, highlighting their favorable perceptions of SBI as an effective learning tool.
“Personally, I feel absolutely a lot more courageous when communicating with friends abroad in English through SBI.” (S1)
“I feel so happy to make a lot of friends from various cultural backgrounds through SBI.” (S2)
“Thanks to SBI, I feel more interested in navigating cultural encounters flexibly and positively in my daily life.” (S3)
Interacting with friends from different countries fills me with excitement as they share unique insights about their cultures, education systems, and culinary traditions This exchange not only enriches my knowledge but also enhances my vocabulary, listening, and speaking skills.
“Through many face-to-face conversations on Skype, I feel quite confident in giving presentations in front of students in my class.” (S10)
In conclusion, students demonstrated a range of positive emotions, such as interest, courage, inspiration, joy, and confidence in their ability to communicate in English consistently.
● EFL Students’ Behavioral Attitudes towards the Use of SBI for
The students' behavioral views on the use of sky-based interaction to improve intercultural intelligence were assessed in this section Six items, ranging from A14
45 to A19, deal with behavioral attitudes In Table 4.4, the findings of the data analysis for six items are succinctly outlined
Table 4.4: EFL students’ behavioral attitudes towards the use of SBI for enhancing ICI
I spend more time on my English learning autonomy through using SBI 3.43 93
I spend more time chatting to friends in English on
Skype to enrich my English vocabulary 3.39 94
I spend more time chatting to friends in English on
Skype to enrich my ICI 3.46 91
I spend more time practicing my English speaking skills through face-to-face video interaction on Skype 3.47 96
I spend more time improving my English listening comprehension skills through face-to-face video interaction on Skype.
I spend more time on improving my English pronunciation through face-to-face video interaction on Skype.
Note: M: Mean; SD: Standard Deviation
According to Table 4.4, many students agreed that through face-to-face video interaction on Skype they spent more time improving [their] “English pronunciation” (A19, M = 3.49, SD = 96), “English speaking skills” (A17, M = 3.47, SD = 96) and
“English listening comprehension skills” (A18, M = 3.42, SD = 95) What’s more,
To enhance their intercultural intelligence, participants expressed a desire to engage more in conversations with friends in English via Skype, reflecting a mean interest level of 3.46 (SD = 0.91) However, some individuals showed indifference towards this approach as a means of improvement.
“English vocabulary” (A15, M = 3.39, SD = 94) More especially, students also dedicated more time on their English self-directed learning through using SBI (A14,
Qualitative research corroborated the quantitative data by showing that EFL students had favorable behavioral attitudes about Sky-based interaction Many students in the interview concurred with the following:
“Yes, teacher Honestly, I invest a lot of time chatting and face-to-face video interaction with friends to improve my listening and speaking skills.” (S2)
“I often chat to friends abroad to improve my vocabulary and especially obtain useful intercultural knowledge.” (S4)
“Before speaking with any foreign friends, I frequently take the time to search cultural information of their countries, which helps me become confident in communication.” (S7)
In general, these figures can be interpreted that the students engaged in good behaviors and actions to advance their cultural sensitivity and English proficiency
4.2.2 EFL Students’ Perceptions of the Effectiveness of the Use of SBI on Enhancing ICI
The overall mean score of EFL students' perceptions regarding the effectiveness of Sky-based interaction in enhancing intercultural intelligence is 3.56 (SD = 80), indicating a favorable opinion on its value Each component received strong support, with language skills scoring the highest at 3.60 (SD = 87), followed by cognition and behavior both at 3.57 (SD = 85), and meta-cognition at 3.56 (SD = 82) Affection had the lowest mean score at 3.50 (SD = 82), reflecting varying levels of perception among the components.
47 findings suggest that following the course, EFL students were aware of the value of using Sky-based interaction to develop their intercultural intelligence
Table 4.5: EFL students’ perceptions of the effectiveness of the use of SBI on enhancing ICI
Note: M: Mean; SD: Standard Deviation
● EFL Students’ Perceptions of the Effectiveness of the Use of SBI on
Enhancing ICI in terms of Language skills
Discussions
This section focuses on two themes: (1) EFL students' attitudes toward the use of Sky-based interaction for enhancing intercultural intelligence and (2) EFL
54 students' perceptions of the effectiveness of the use of Sky-based interaction on enhancing intercultural intelligence These findings were obtained from a questionnaire and semi-structured interview
4.3.1 EFL Students’ Attitudes towards the Use of SBI for Enhancing ICI
The study highlights key themes derived from data collected through questionnaires and semi-structured interviews, revealing that EFL students generally have positive attitudes towards Sky-based interaction as a means to enhance their multicultural sensitivity and English language skills This interest may stem from the novelty of Sky-based interaction, which captivates students and motivates them to engage in this innovative approach for improving their intercultural competence and language learning These findings align partially with the research conducted by Le Thi Hang and Nguyen Thi Minh Loan.
A 2018 study indicated that EFL students found sky-based interaction beneficial for enhancing their intercultural intelligence and English language skills They believed that engaging through platforms like Skype could improve their listening and speaking abilities while fostering an understanding of intercultural similarities and differences The user-friendly tools offered by Skype, which allow the integration of words, photos, and sounds for diverse purposes, likely contributed to this positive perception This accessibility enables users to effectively utilize Skype's features anytime and anywhere, enhancing their learning experience.
Research participants expressed enthusiasm for learning English and enhancing intercultural understanding through Sky-based interaction This positive attitude contributed to their enjoyment of the learning process Their favorable emotional and cognitive perceptions of using Skype played a significant role in this experience Consequently, Sky-based interaction offers valuable benefits for English language acquisition and the development of intercultural intelligence.
Research indicates a positive correlation between emotional and cognitive attitudes towards language learning, suggesting that individuals' motivation to learn a language is both rational and understandable (Chaiken & Baldwin, 1981; Maio, Esses, & Bell, 2000).
EFL students faced challenges in engaging with Sky-based interaction for enhancing intercultural intelligence and English language skills, despite having positive cognitive and emotional attitudes The average behavioral attitude score of 3.44 (SD = 87) indicates that there was a level of interest among respondents in utilizing Sky-based interaction for improving their intercultural sensitivity and English proficiency Participants expressed a willingness to dedicate more time to practicing English speaking skills and enhancing pronunciation through face-to-face video interactions on Skype.
The study reveals a discrepancy with Maio et al (2000), as it shows that behaviors are not solely predicted by cognitive-affective consistency A significant portion of participants (27.6%) were first-year students, with 54.3% dedicating less than an hour daily to autonomous learning, potentially contributing to limited engagement in Sky-based interactions that enhance intercultural awareness and English proficiency Despite 37.1% having studied English for over seven years, their language skills remain inadequate This suggests that even with positive cognitive and affective attitudes towards Sky-based connections, students may not prioritize these interactions to advance their English language learning and intercultural intelligence.
4.3.2 EFL Students’ Perceptions of the Effectiveness of the Use of SBI on
The study revealed that EFL students viewed Sky-based interaction positively, recognizing its effectiveness in enhancing intercultural intelligence Specifically, students reported favorable perceptions regarding the impact of Sky-based tools on their language skills.
EFL students reported that Sky-based interaction significantly enhances their English pronunciation, speaking, and listening skills However, some students expressed a lack of confidence in their vocabulary and grammatical competence, which affects their writing skills This hesitation may stem from their ongoing adjustment to Sky-based interaction and shyness in communicating with foreigners Therefore, increased practice is essential for their improvement.
Most students are familiar with greetings from various cultures, while others possess knowledge of diverse customs and festivities This familiarity can be attributed to the intrinsic link between language and culture, as communication through language fosters cultural development Research by Hiasat (2019) and Shomoossi et al (2019) supports this, indicating that students gain valuable opportunities to enhance their intercultural identities and competencies Additionally, students are increasingly engaging with friends from different cultures, expressing a keen interest in sharing their own cultural experiences during face-to-face video calls through Sky-based interactions.
Students demonstrated a strong understanding of the cultural information necessary for effective interactions in intercultural exchanges They recognized the significance of accurate cultural knowledge when engaging with individuals from diverse backgrounds and were willing to adapt their cultural perspectives when faced with unfamiliar cultures Research supports the notion that targeted cultural awareness activities in foreign language courses can significantly boost student motivation and enhance educational outcomes, as highlighted by Cakir (2006) and Masuhara (2004) Furthermore, students with high metacognitive intercultural intelligence are more aware of their cultural contexts, which positively influences their foreign language proficiency.
57 and they will probably change their positive manners to deal with those situations (Gooden et al., 2017)
Students reported that engaging in sky-based interaction enhances their confidence and eagerness to connect with diverse cultures They expressed improved tolerance for unfamiliar cultures and a belief in their ability to handle the pressures of cultural differences This phenomenon may be attributed to the educational benefits of sky-based interactions, which foster greater cultural awareness and help mitigate ambiguities and misunderstandings (Tuleja, 2014).
Students demonstrated the ability to adapt their verbal and non-verbal behaviors, such as adjusting their accent, tone, and facial expressions, during intercultural interactions They also effectively utilized pauses and silences according to the context of different intercultural situations These findings align with previous research by Ang et al (2007) and Sousa et al (2019), which highlighted that students' behavioral perceptions encompass the capacity to engage appropriately with individuals from diverse cultures Furthermore, students exhibiting higher levels of international intelligence tend to adopt various strategies and perspectives when encountering unfamiliar behaviors.