Glocal Intercultural Communicative Competence among Young EFL Learners from English Native-teacher’s Perspective within Saudi Vision 2030
Bibliographic record
Abstract
This qualitative research aims, first, to address key issues in the language classroom with regards to fostering the development of Intercultural Communicative Competence among Saudi EFL foreign language young learners under the influence of VAS 2030, and second, to provide practical ideas for EFL teachers to promote Intercultural Communicative Competence at the GLOCAL level in a more integral way. It intends to investigate glocal intercultural communicative competence among young EFL learners from English native-teachers’ perspective within Saudi vision 2030. The sample of the study included 4 English native teachers from America, England, South Africa and Canada. This qualitative-quantitative research used questionnaire survey and texts as data collection instruments. The data was analyzed textually and numerically. The findings of the study showed that the participants showed their consciousness about the significance of glocal intercultural communicative competence in developing young EFL learners’ language skills within Saudi Vision 2030. Also, the results showed the significance of the glocal intercultural communicative competence in developing Saudi EFL learners’ language skills (competence). Also, it is concluded that raising young Saudi EFL learners’ awareness about the importance of the glocal intercultural communicative competence should be incorporated in EFL textbooks, course material and teaching curriculum in Saudi Arabia. This study recommends that further future research be conducted in this regard.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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 source (direct Gemma or distilled Codex), 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".