Enhancing Intercultural Competence and Global Awareness through Digital International Education

Lesia Yevdokimova-Lysohor; Svitlana Semeniuk; Andrii Sherehii; Tetiana Zhytnik; Oksana Snigovska

doi:10.63931/ijchr.v7iSI1.157

Authors

Lesia Yevdokimova-Lysohor National University “Kyiv-Mohyla Academy”, Kyiv, Ukraine https://orcid.org/0000-0002-2913-8463
Svitlana Semeniuk State University of Trade and Economics, Kyiv, Ukraine https://orcid.org/0000-0002-3916-1448
Andrii Sherehii Uzhhorod National University, Uzhhorod, Ukraine https://orcid.org/0000-0002-0088-5473
Tetiana Zhytnik Bogdan Khmelnytsky Melitopol State Pedagogical University, Melitopol, Ukraine https://orcid.org/0000-0003-2250-7251
Oksana Snigovska Odesa I.I. Mechnikov National University, Odesa, Ukraine https://orcid.org/0000-0003-3516-9706

DOI:

https://doi.org/10.63931/ijchr.v7iSI1.157

Keywords:

cross-cultural communication, cross-cultural education, culture-related knowledge, digital education, English Language proficiency, Pedagogic technology

Abstract

The gradual development of technology has deeply influenced the knowledge base and the teaching of traditional culture. This study aims to develop a digital education course in traditional English culture and examine the effects of the course on English language proficiency (ELP) and intercultural competence (IC) among 150 students who learn English. The pre-test–post-test control group design of the quasi-experiment was used. The proposed course introduces EFL learners to traditional English culture using Google Arts & Culture and YouVisit apps. The results show its effectiveness in improving both ELP and IC variables. Even though language proficiency increased in both the control and intervention groups, students who took the proposed course exhibited slightly more significant improvement compared to the control group. The intercultural knowledge score increased 2.68 points in the control group and 4.03 points in the intervention group. The Cohen’s d values were 0.59 and 0.72, respectively, indicating medium and significant effect sizes. The results have important implications for language teachers to promote language acquisition, enhance cultural understanding among students, and make the teaching and learning foreign languages more effective and engaging.

Author Biographies

Lesia Yevdokimova-Lysohor, National University “Kyiv-Mohyla Academy”, Kyiv, Ukraine

National University “Kyiv-Mohyla Academy”, Kyiv, Ukraine

Svitlana Semeniuk, State University of Trade and Economics, Kyiv, Ukraine

State University of Trade and Economics, Kyiv, Ukraine

Andrii Sherehii, Uzhhorod National University, Uzhhorod, Ukraine

Uzhhorod National University, Uzhhorod, Ukraine

Tetiana Zhytnik, Bogdan Khmelnytsky Melitopol State Pedagogical University, Melitopol, Ukraine

Bogdan Khmelnytsky Melitopol State Pedagogical University, Melitopol, Ukraine

Oksana Snigovska, Odesa I.I. Mechnikov National University, Odesa, Ukraine

Odesa I.I. Mechnikov National University, Odesa, Ukraine

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