Iranian EFL Teachers’ Perceptions, Practices and Problems Regarding Raising Students’ Intercultural Awareness
Bibliographic record
Abstract
<p>Intercultural approaches to language learning and teaching are strongly advocated and implemented in ESL contexts. However, little empirical research has addressed the extent to which such approaches are actually operationalized in EFL contexts and what the roles of the teachers are. This study investigated perceptions, practices and problems of 100 Iranian EFL teachers regarding raising students’ Intercultural Communicative Competence (ICC) awareness. Based on a mixed-method design, using questionnaire, observation, and interview, the findings indicated an apparent disparity between teachers’ perceptions about ICC and their current classroom practices. Teachers also identified and discussed a lack of training, time, and support to raise language learners’ ICC awareness. This study provides strong empirical evidence supporting the claim that it is difficult for EFL teachers to integrate culture into their teaching in order to develop learners’ intercultural competence.</p>
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.044 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".