Developing Learners’ Intercultural Communicative Competence through Transmedia Storytelling: An Integrative Approach The Case of Second Year Students at the Department of English at Larbi Tebessi University of Tebessa
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2025
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university abbes lagrour khenchel
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Amid the unprecedented tempo of interconnectedness that is driven by globalisation, English as a Foreign Language (EFL) education has framed its priorities around preparing interculturally competent learners. Reflecting this dynamic, the current study aims at investigating the effectiveness of Transmedia Storytelling (TS) in developing EFL learners’ Intercultural Communicative Competence (ICC). To gain robust results, we used a mixed-methods approach by merging qualities from both the qualitative approach and the quantitative approach. Initially, we explored the intercultural load in second-year Oral Expression (OE) syllabus at the Department of English at Larbi Tebessi University (LTU) that enabled us to validate our research problem and affirm that the intercultural dimension is required. As a consecutive procedure, we conducted a semester-long observation of OE teachers’ practices to explore and examine how the OE Canevas is enacted in their teaching practices. To bridge the gap at the macro level, in-depth interviews were carried out with inspectors from the Ministry of High Education and Scientific Research (MESRS). Based on the exploratory phase’s results which revealed that ICC is unaddressed in the context of our study, a quasi-experimental design was conducted on a sample of 76 second-year students, forming the Experimental Group (EG=38), and the Control Group (CG=38). Furthermore, questionnaires were administered to both second-year students and teachers at the Department of English at LTU. The obtained results revealed that integrating the intercultural dimension through TS in second-year OE syllabus at the Department of English at LTU develops students’ ICC. This implies that the EG’s participants who were involved in the intervention phase outperformed the CG in all the aspects of ICC, and hence the alternative hypothesis was confirmed. Based on the research findings, several implications and recommendations are advanced.
Keywords: English as a Foreign Language; Transmedia Storytelling; Intercultural Communicative Competence; The Oral Expression Syllabus; the intercultural dimension.
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Nassira BOUDERSA