Abstract:
Developing L2 learners' intercultural sensitivity and reflective thinking is essential for second language learning. Thus, this study aimed to investigate the impact of photovoice on intercultural sensitivity and reflective thinking. To this end, a sample of 48 intermediate EFL learners was recruited from an English language institute in Isfahan, Iran and placed into a photovoice group (PG) and a control group (CG) using a quasi-experimental design. An Intercultural Sensitivity Scale (ISS) was employed as a pretest and posttest. The collected data were analyzed by running a two-way MANCOVA. The results indicated a significant improvement of the PG regarding reaching the higher levels of intercultural sensitivity and the PG's female participants outperformed their male counterparts in gaining higher scores in three dimensions of the ISS. The students' writings accompanied the taken photos were also coded by two raters. The results revealed that photovoice resulted in higher levels of reflective thinking. To explore the photovoice participants' attitudes, a semi-structured interview was conducted. The emerging codes indicated that the participants had positive attitudes towards the photovoice project. Thus, the photovoice method could give the EFL learners an opportunity to raise the levels intercultural sensitivity and reflective thinking.
Machine summary:
Employing Photovoice to Raise Intercultural Sensitivity and Critical Thinking of Male and Female Iranian EFL Learners Mahzad Karimi1, Azizeh Chalak2*, Hossein Heidari Tabrizi3 1,2,3.
Thus, the photovoice method could give the EFL learners an opportunity to raise the levels intercultural sensitivity and reflective thinking.
Keywords: Gender, Intercultural Sensitivity, Photovoice, Reflective Thinking,Written Narratives Introduction Intercultural sensitivity, the affective component of intercultural communication competence, has been raised to measure individuals' orientations toward cultural differences (Hammer, Bennett, & Wiseman, 2003).
Therefore, this study was an attempt to shed light on the efficacy of photovoice as an empowering participatory method which might result in a better understanding of the target culture and enhancing reflective thinking manifested in the written narratives.
Karimi, Chalak, and Heidari's (2018) study also demonstrated that narratives of Iranian EFL learners manifested higher levels of reflectivity when photovoice was implemented as a teaching method.
Method Design and Context of the Study To assess the impact of photovoice on intercultural sensitivity and critical thinking, a quasi-experimental, pretest-posttest non-equivalent control group design was used.
Thirdly, to assess levels of reflective thinking manifested in the participants' writings, Kember, McKay, Sinclair, & Wong's (2008) Four- category Scheme, including non-reflection, understanding, reflection, and critical reflection was used.
According to the results, the PG participants showed a significant improvement and also outperformed their peers in the CG regaining all five dimensions of ISS (p These findings are in agreement with Kennerly and Davis' (2014) study which revealed that photovoice amplified students' intercultural sensitivity of L2 learners practicing English.