The Impact of Technology-based Instruction on Enhancing Learners’ Development of Intercultural Knowledge in Foreign Language Classrooms. Case Study: Third year students of English at the department of letters and English language, at the University of 8 Mai 1945-Guelma.

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University of ‘Abbes Laghrour’ Khenchela
It is widely agreed that teaching culture in foreign language classrooms aims at enriching the learners’ intercultural knowledge for effective and appropriate intercultural communication in the twenty-first century globalized world. Yet, it was observed that most of third year License students in the department of English, University of 8 Mai 1945, Guelma (Algeria), have poor intercultural knowledge background. Therefore, the current research aims at investigating the impact of technology-based instruction on enhancing learners’ development of intercultural knowledge in foreign language classrooms. In this regard, the research hypothesized that technology-based instruction may lead to enrich and develop foreign language learners’ intercultural knowledge. To achieve the research aim and to test the research hypotheses, the researcher mixed the quantitative and the qualitative approaches. Within the quantitative approach, the quasi-experimental method was used along with the students’ and the teachers’ questionnaires. Within the qualitative approach, a follow-up interview was conducted with the students of the experimental group by the end of the quasi-experiment to corroborate the research results. According to the statistical analysis of the experimental and the control groups’ results in the pre-test and post-test, technology-based instruction proved to have a significant effect on students’ intercultural knowledge development. In addition, findings from the students’ and the teachers’ questionnaires supported the quasi-experiment results.