Type of Document Dissertation Author Park, Yeonjeong Author's Email Address firstname.lastname@example.org URN etd-05112010-235930 Title Instructional Design Implications for Non-native English Speaking Graduate Students: Perceptions on Intercultural Communicative Competences and Instructional Design Strategies for Socially Engaged Learning Degree PhD Department Education Curriculum and Instruction Advisory Committee
Advisor Name Title Moore, David Michael Committee Chair Lockee, Barbara B. Committee Co-Chair Burton, John K. Committee Member Shrum, Judith L. Committee Member Keywords
- instructional design strategies
- intercultural communicative competence
- international graduate students
- non-native English speakers
- socially engaged learning
Date of Defense 2010-04-28 Availability unrestricted AbstractA university is an academic place with students from a variety of cultures. Non-native English speaking (NNS) graduate students are a group representing diverse cultural backgrounds. However, these students’ challenges in linguistic and socio-cultural adjustment impact their effective learning and academic success. Intercultural Communicative Competence (ICC) is an important ability that they need to consider. It assesses attitude, skills, knowledge, adaptability, flexibility, and communication ability with culturally different people.
Researchers in Instructional Design and Technology (IDT) have suggested that instructional designers should understand diverse learners’ abilities and cultural characteristics and apply them in their Instructional Design (ID) strategies. However, the existing ID models do not specifically include ICC as a consideration in the design process. Furthermore, there has been a lack of research on culturally diverse or minority students.
Considering NNS graduate students’ characteristics, cultural diversity, and need to develop ICC, the researcher reviewed three social theories of learning: social learning theory, sociocultural and cultural-historical activity theory, and situated learning theory. Socially engaged learning, a synthesized framework, was recommended for NNS graduate students along with effective ID strategies.
This research investigated perceptions on ICC and ID strategies for socially engaged learning in a sample of 208 NNS graduate students. Quantitative methods were used to assess students’ ICC level and perceptions of effective instructional strategies in four categories: (1) students’ gradual engagement and active participation, (2) learning in rich cultural context, (3) self-regulation and learning ownership, and (4) integration of communication technologies.
Results showed that NNS graduate students were diverse in background characteristics, academic disciplines, cultural origins, and previous experiences; they perceived a moderately high level of ICC; and they generally had positive views on ID strategies for socially engaged learning. This research can help instructional designers and instructors in higher education to better understand the needs of NNS graduate students and to prepare them to study more effectively and have more valuable intercultural experiences.
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