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ABSTRACT This study explored 150 EFL teachers’ perceptions of critical cultural awareness (CCA) considering their teaching context, academic degree, and professional development programs. The participants all completed the CCA questionnaire,… Click to show full abstract
ABSTRACT This study explored 150 EFL teachers’ perceptions of critical cultural awareness (CCA) considering their teaching context, academic degree, and professional development programs. The participants all completed the CCA questionnaire, fifteen of whom also sat a semi-structured qualitative interview. Our findings showed, a) EFL teachers’ perceptions of CCA located at a medium level, b) the PhD participants showed significantly higher engagement in CCA than their BA and MA counterparts, c) private language institute teachers reported higher levels of CCA than their state-run school counterparts and d) local professional development programs did not emphasize culture teaching in general and CCA in particular.
Journal Title: Journal of Intercultural Communication Research
Year Published: 2019
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