Intercultural sensitivity of English language teachers in Algeria

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dc.contributor.authorAbderrazak Beddiaf
dc.date.accessioned2024-05-27T08:01:18Z
dc.date.available2024-05-27T08:01:18Z
dc.date.issued2022
dc.description.abstractAbstract: This paper examines English as a foreign language (EFL) teachers’ intercultural sensitivity (IS) in Algeria. Specifically, it investigates IS level and demographic differences among EFL teachers. Data is gathered quantitatively from a sample of 182 Algerian EFL teachers from middle schools, secondary schools, and universities. Chen and Starosa’s (2000) intercultural sensitivity scale (ISS) is used for data collection. Data entry was carried out with the use of Statistics Packages for the Social Sciences (SPSS) software version 23. The analysis of the results has put forward some interesting findings. The results demonstrate that among the components of IS the mean value of interaction engagement is the highest, respect for other cultures is the second highest, whereas interaction confidence, interaction enjoyment and interaction attentiveness are relatively the lowest. The findings show significant differences among female and male teachers in the interaction enjoyment dimension, i.e., female EFL teachers have more interaction enjoyment than male teachers. However, the study reveals no significant differences among
dc.identifier.urihttp://dspace.univ-khenchela.dz:4000/handle/123456789/5383
dc.language.isoen
dc.publisherCogent - education
dc.titleIntercultural sensitivity of English language teachers in Algeria
dc.typeArticle
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