使用多元文化繪本培養台灣高中生之文化智能 - 政大學術集成

全文

(1)國立政治大學英國語文學系碩士學位論文. 使用多元文化繪本培養台灣高中生之文化智能 Using Multicultural Picture Books to Cultivate Taiwanese High. 政治大 School Students’ Cultural Intelligence 立. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. i Un. v. 指導教授：許麗媛博士. 研究生：李思萱撰. 中華民國一一 ○ 年一月. DOI:10.6814/NCCU202100177.

(2) USING MULTICULTURAL PICTURE BOOKS TO CULTIVATE TAIWANESE HIGH SCHOOL STUDENTS’ CULTURAL INTELLIGENCE. 立. 政治大 A Master Thesis. ‧ 國. 學. Presented to Department of English,. National Chengchi University. ‧. n. er. io. sit. y. Nat. al. Ch. engchi. i Un. v. In Partial Fulfillment of the Requirements for the Degree of Master of Arts. by Ssu-Hsuan Li January 2021. DOI:10.6814/NCCU202100177.

(3) To Prof. Li-Yuan Hsu 獻給我的恩師許麗媛教授. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. i Un. v. iii DOI:10.6814/NCCU202100177.

(4) ACKNOWLEDGEMENT My first and foremost gratitude goes to Prof. Li-Yuan Hsu, who walked me through the procedure of writing a thesis. At the beginning of my thesis journey, she offered practical suggestions on how I could conduct the research. When I postponed writing the thesis and decided to devote myself to teacher recruitment tests, she gave me emotional support. After I finally handed in the draft, she. 政治大. examined it and provided valuable feedback. Were it not for her academic guidance. 立. and persistent encouragement, I could not complete this thesis.. ‧ 國. 學. I am thankful to members of the proposal and oral defense committee, Prof. Chin-chi Chao, Prof. Hsueh-ying Yu, and Prof. Chieh-Yue Yeh. They scrutinized my. ‧. thesis and offered a lot of constructive feedback on how I could refine my thesis.. y. Nat. sit. I would like to show my appreciation to my family for their emotional and. n. al. er. io. financial support so that I could pursue my dream without worries. I would like to. i Un. v. express my deepest thanks to my dearest mother, who listened to my anxiety and. Ch. engchi. cheered me up when I encountered difficulties. My father, my sister, Blackie, and Doudou were also my mood booster when I was stressed out. I would also like to thank Wan-ching and her students—who were the research participants—Zoe, Milan, and those who kept me company along my master’s thesis journey. It is such a precious moment when I am writing acknowledgment. Being a student at National Chengchi University has always been my dream since I was in high school. Looking back on those days and nights conceiving research topics, I understand the hardship becomes the foundation for this milestone. After attaining this goal, it is time for me to achieve my next dream. iv DOI:10.6814/NCCU202100177.

(5) TABLE OF CONTENTS. ACKNOWLEDGEMENT ............................................................................................ iv CHINESE ABSTRACT ................................................................................................. x ABSTRACT .................................................................................................................. xi CHAPTER ONE: INTRODUCTION ............................................................................ 1. 政治大. CHAPTER TWO: LITERATURE REVIEW ................................................................ 5. 立. The Concept of ICC ................................................................................................ 5. ‧ 國. 學. Cultural Intelligence (CQ) ...................................................................................... 7 Studies on Cultivating ICC in an EFL Context ...................................................... 9. ‧. Using Picture Books to Cultivate ICC .................................................................. 11. sit. y. Nat. Research Gaps and Research Questions ............................................................... 15. er. io. CHAPTER THREE: METHODOLOGY .................................................................... 17. al. n. iv n C h e n g c................................................................ Participants’ English Proficiency. 17 hi U. Context and Participants ....................................................................................... 17. Participants’ Cross-cultural Communication Experiences. .......................... 18 Materials ............................................................................................................... 19 Course Design and Procedure .............................................................................. 24 Instruments ........................................................................................................... 27 Data Analysis ....................................................................................................... 32 CHAPTER FOUR: RESULTS .................................................................................... 33 An Overview of Results of CQS (Shen, 2016)..................................................... 33 Quantitative Data on Four Dimensions in Cultural Intelligence .......................... 38 Cognitive Dimension. ................................................................................... 38 v DOI:10.6814/NCCU202100177.

(6) Metacognitive Dimension............................................................................. 39 Motivational Dimension. .............................................................................. 41 Behavioral Dimension. ................................................................................. 43 Qualitative Data on Four Dimensions in Cultural Intelligence ............................ 44 Cognitive Dimension. ................................................................................... 45 Metacognitive Dimension............................................................................. 46 Motivational Dimension. .............................................................................. 49 Behavioral Dimension. ................................................................................. 51 Participants’ Perceptions of the Course................................................................ 52. 政治大 Qualitative Data on Teaching Feedback. ...................................................... 55 立 Quantitative Data on Teaching Feedback. .................................................... 52. ‧ 國. 學. Participants’ Perceptions of Three Multicultural Picture Books. ................. 58 CHAPTER FIVE: DISCUSSION AND CONCLUSION ........................................... 63. ‧. Summary of the Findings ..................................................................................... 63. sit. y. Nat. Discussion of the Results ..................................................................................... 64. io. al. er. Cognitive Dimension. ................................................................................... 64. n. Metacognitive Dimension............................................................................. 66. Ch. i Un. v. Motivational Dimension. .............................................................................. 68. engchi. Behavioral Dimension. ................................................................................. 70 Pedagogical Implications of the Research ............................................................ 73 Limitations and Suggestions for Future Studies ................................................... 75 REFERENCES ............................................................................................................ 77 APPENDIX A: RESEARCH CONSENT FORM ....................................................... 84 APPENDIX B: QUESTIONNAIRE ABOUT BACKGROUND INFORMATION AND CULTURAL INTELLIGENCE SCALE FOR HIGH SCHOOL STUDENTS (SHEN, 2016) .............................................................................................................. 87 APPENDIX C: STUDENTS’ WORKSHEET ON FORTUNE COOKIE FORTUNES ...................................................................................................................................... 90 vi DOI:10.6814/NCCU202100177.

(7) APPENDIX D: STUDENTS’ WORKSHEET ON GOLDEN DOMES AND SILVER LANTERNS .................................................................................................................. 92 APPENDIX E: STUDENTS’ WORKSHEET ON HOW MY PARENTS LEARNED TO EAT ........................................................................................................................ 96 APPENDIX F: REFLECTION OF FORTUNE COOKIE FORTUNES ...................... 99 APPENDIX G: QUESTIONNAIRE ABOUT THE COURSE (ADAPTED FROM DU, 2013) .................................................................................................................. 100. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. i Un. v. vii DOI:10.6814/NCCU202100177.

(8) LIST OF TABLES AND FIGURES. Table 2.1. Studies on using picture books to raise EFL learners’ ICC ........................ 14 Table 3.1. The distribution of participants’ score on English of CAP ......................... 18 Table 3.2. Participants’ self-assessment (5-point Likert scale) on English proficiency ...................................................................................................................................... 18. 政治大. Table 3.3. Analysis of How My Parents Learned to Eat.............................................. 23. 立. Table 3.4. The procedure of the course ........................................................................ 27. ‧ 國. 學. Table 4.1. Result of Pre-test of Cultural Intelligence Scale for High School Students. ‧. (Shen, 2016) ................................................................................................................. 34 Table 4.2. Result of Post-test of Cultural Intelligence Scale for High School Students. y. Nat. io. sit. (Shen, 2016) ................................................................................................................. 36. n. al. er. Table 4.3. The paired sample t-test of pre-test and post-test of Cultural Intelligence. Ch. i Un. v. Scale for High School Students (Shen, 2016) .............................................................. 37. engchi. Table 4.4. Comparison of pre- and post-test of the cognitive CQ ............................... 38 Table 4.5. T-test result of cognitive CQ ....................................................................... 39 Table 4.6. Comparison of pre- and post-test of the metacognitive CQ........................ 39 Table 4.7. T-test result of metacognitive CQ ............................................................... 40 Table 4.8. Comparison of pre- and post-test of the motivational CQ .......................... 41 Table 4.9. T-test result of motivational CQ .................................................................. 42 Table 4.10. Comparison of pre- and post-test of the behavioral CQ ........................... 43 Table 4.11. T-test result of behavioral CQ ................................................................... 43 Table 4.12. Participants’ motivation in cross-cultural interaction ............................... 49 viii DOI:10.6814/NCCU202100177.

(9) Table 4.13. Results of the questionnaire about teaching feedback .............................. 52 Table 5.1. The average score of participants’ CQ ........................................................ 65. Figure 3.1. Procedures for selecting appropriate picture books (Adapted from Ho, 2015) ............................................................................................................................ 20. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. i Un. v. ix DOI:10.6814/NCCU202100177.

(10) 國立政治大學英國語文學系碩士班碩士論文提要. 論文名稱：使用多元文化繪本培養台灣高中生之文化智能指導教授：許麗媛博士研究生：李思萱論文提要內容：. 立. 政治大. 在全球化的浪潮下，如何提升學習者的跨文化溝通能力逐漸在英語教學領. ‧ 國. 學. 域受到重視。先前的研究顯示利用多元文化繪本可以提升以英語為外語學習者的跨文化溝通能力。然而，以往的研究場域大多侷限在國小階段。因此，本個. ‧. 案研究旨在探討閱讀多元文化繪本對台灣高中生的文化智能的影響，以及學生. Nat. sit. y. 們如何看待這樣的課程。在本研究中，參與的實驗對象為來自南台灣社區高中. n. al. er. io. 同一班級的二十六位學生。他們在八周的課程中閱讀了三本多元文化繪本。本. i Un. v. 研究亦為一混合研究（mix-method research），資料來源有高中生文化智能量表. Ch. engchi. （Shen, 2016）的前後測分數、每本繪本的省思學習單、以及課程意見回饋表。研究結果顯示：一、台灣高中生的文化智能分數在閱讀多元文化繪本後有顯著進步。二、學生們在省思學習單展現出跨文化溝通者應具備的能力。三、台灣高中生對本課程大多抱持著正面的態度。最後，研究者也提出利用繪本提升文化智能之教學及研究上的建議。. 關鍵字：文化智能、多元文化繪本、跨文化溝通能力、英語為外語教學. x DOI:10.6814/NCCU202100177.

(11) ABSTRACT In this globalized world, how to promote learners’ cross-cultural communication competence has been increasingly emphasized in the field of English language teaching. Prior research has shown that using multicultural picture books could enhance English as a foreign language (EFL) learners’ intercultural communicative competence. However, the research contexts were mostly limited to. 政治大. elementary schools. Therefore, this case study aimed to investigate to what extent. 立. Taiwanese high school students can develop their cultural intelligence (CQ) through. ‧ 國. 學. reading multicultural picture books in the English classroom. Besides, the participants’ perceptions of the course were also examined.. ‧. Twenty-six students from an intact class in a community high school in. y. Nat. sit. southern Taiwan participated in this eight-week multicultural-picture-book reading. n. al. er. io. experiment. This study adopted a mix-method research design, in which data were. i Un. v. collected from participants’ pre-test and post-test of Cultural Intelligence Scale for. Ch. engchi. High School Students (Shen, 2016), their reflections of each picture book during the course, and their responses to the final feedback questionnaire at the end of the course. The results indicated that, first, Taiwanese high school students’ CQ was significantly improved after reading multicultural picture books. Second, the analysis of students’ reflections also revealed that, in general, students exhibited the competencies of successful cross-cultural communicators. Third, the results of the post-experiment questionnaire showed that students generally held a positive attitude toward the multicultural reading course. Finally, suggestions for future research and pedagogical implications for cultivating CQ through reading xi DOI:10.6814/NCCU202100177.

(12) multicultural picture books were proposed.. Keywords: Cultural Intelligence (CQ), Multicultural Picture Books, Intercultural Communicative Competence, Teaching EFL. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. i Un. v. xii DOI:10.6814/NCCU202100177.

(13) CHAPTER 1 Introduction. As technology has developed rapidly in recent years, people nowadays enjoy easier access to keeping in touch with one another without geographical constraints. In the context that cross-cultural communication frequently happens, English is. 政治大 highly emphasized in the EFL countries, where it is taught as a mandatory subject in 立 usually the top choice most people use. Therefore, teaching and learning English is. ‧ 國. 學. their curriculum (e.g. Taiwan, China, and Japan). However, a crucial aspect of English teaching has long been neglected, that is, culture (Atkinson, 1999). The. ‧. reason why teaching culture in language classrooms receives more and more. sit. y. Nat. attention is that English is used as a Lingua Franca (ELF) (Seidlhofer, 2011). It is. er. io. necessary to teach English users the cultural knowledge of other countries, the. al. n. iv n C h ewords, communication situations. In other i U of English to communicate n g cforhlearners. appropriate attitude, and the communication skills needed in different intercultural. successfully in this globalized world, it is crucial to cultivate their intercultural competence. The concept of intercultural competence has been extensively explored by various intercultural scholars. For example, Byram (1997) proposed a model of intercultural communicative competence (ICC). In his model, intercultural competence includes five components: knowledge, attitude, skills of interpreting and relating, skills of discovery and interaction, and critical cultural awareness. Similarly, Deardorff (2004) also recognized that attitudes, knowledge, and skills are necessary. 1 DOI:10.6814/NCCU202100177.

(14) components for successful intercultural communication. Fantini (2007) discovered that intercultural competency includes knowledge, attitude, skills, and awareness. Chao (2013) further summarized that ICC generally comprises three aspects, “affective, cognition, and behavioral (p. 249).” In addition to ICC, cultural intelligence (CQ) is also commonly used to refer to one’s ability to interact flexibly and effectively with people from different cultural. 政治大. backgrounds (Van Dyne, Ang, and Livermore, 2010). Similar to ICC, CQ comprises. 立. several core elements, including the cognitive, metacognitive, motivational, and. ‧ 國. 學. behavioral dimensions (Van Dyne, Ang, and Livermore, 2010). Although ICC and CQ are similar concepts, the present study will focus on cultivating students’ cultural. ‧. intelligence in the four core dimensions.. y. Nat. sit. Lacking an English-speaking environment, most EFL English learners learn. n. al. er. io. cultural knowledge mainly from the input of textbooks. Several studies were. i Un. v. conducted to analyze the kinds of culture represented in EFL textbooks (Chao, 2011;. Ch. engchi. Ke, 2012; Yeh & Shiang, 2008; Yuen, 2011). The results show that most of the cultural content in the textbooks focuses on the target language culture, which is the culture of English-speaking countries, such as America or England. Even the magazines, which serve as the most common extracurricular reading materials for high school students in Taiwan, tend to have more attention on so-called inner circle culture (Lin, 2019). Furthermore, the EFL learners rarely learn their own source culture, which might bring about the negative effect when they learn other cultures because students need to use their own L1 cultural knowledge to comprehend L2 cultural knowledge (Kramsch, 2003). 2 DOI:10.6814/NCCU202100177.

(15) Without enough cultural knowledge, most EFL learners are also not very confident in how and what to do in cross-cultural communication (Chao, 2014). One of the effective ways to assist students in developing their cultural knowledge and help them become successful cross-cultural communicators is through reading multicultural picture books (Chen, 2011; Du, 2013; Hsieh, 2013; Li, 2009; Pan, 2018; Wu, 2012). However, there is a real scarcity of research into high school. 政治大. students’ development of intercultural competence through reading picture books.. 立. To fill the gap, the present study aimed to design a course to enhance EFL high. ‧ 國. 學. school students’ cultural intelligence (CQ) through reading multicultural picture books in the English classroom. The purpose of the study was to investigate the. ‧. effect of such a method on a group of Taiwanese high school students’ development. y. Nat. n. er. io. al. sit. of CQ as well as their perceptions of the course.. Ch. engchi. i Un. v. 3 DOI:10.6814/NCCU202100177.

(16) 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. i Un. v. DOI:10.6814/NCCU202100177.

(17) CHAPTER 2 Literature Review. In this chapter, the concept of intercultural communicative competence (ICC), some major models, and cultural intelligence (CQ) will be introduced first. Next, how ICC could be promoted in an EFL setting (e.g., utilizing foreign movies or online. 政治大. interactive programs) is another focus. Finally, the most related part of. 立. literature—using multicultural picture books to enhance EFL learners’ cultural. ‧ 國. 學. competence—will be discussed.. ‧. The Concept of ICC. y. Nat. sit. In this globalized era, culture, which was once considered static, unchanged, and. n. al. er. io. limited to countries or geographical regions, is now denoted to a more dynamic and. i Un. v. ever-changing nature (Atkinson, 1999). This concept of culture influences how. Ch. engchi. researchers or language teachers view the culture in language teaching. For example, Moron (2001) proposed the five dimensions of culture, “products, practices, communities, perspectives, and persons” (p. 24), which implies that culture should be understood in a multi-dimensional way. Since the interpretation of culture is multi-layered, more elements are being involved in ICC. Several models were proposed to illustrate what constitutes ICC (Byram, 1997; Chao, 2013; Deardorff, 2004; Spitzberg, 1997). By using the Delphi method, Deardorff (2004) invited several administrators and experts at higher education institutes in the United States to complete three rounds of questionnaires, generating a pyramid model of intercultural 5 DOI:10.6814/NCCU202100177.

(18) competence. In this model, learners are expected to demonstrate the internal and external outcomes with all the attitudes, knowledge, and skills being cultivated. The desired internal outcomes are more about the affect; for example, being able to adapt to different cross-cultural communication situations or knowing how to choose the appropriate communication strategies. As for the external outcomes, they are about the behaviors and to what extent the learners can achieve the communication goal.. 政治大. Spitzberg (1997) purposed that there are three propositions in intercultural. 立. communication competence, the individual system, the episodic system, and the. ‧ 國. 學. relational system. The individual system includes motivation, knowledge, and skills (which are common in other ICC models). What makes his model a little bit different. ‧. from others is that how an actor interacts with the coactor (episodic system) and the. y. Nat. sit. relationship between them (relational system) are highlighted.. n. al. er. io. Among all, Byram’s (1997) ICC model is probably the most notable one. The. i Un. v. model is based on a key concept, “intercultural speaker (p. 32)”, meaning that not. Ch. engchi. only cultural knowledge but also skills and attitudes are essential in his model. First, the meaning of knowledge is twofold: It refers to the cultural understanding of other countries (declarative knowledge) and to the knowledge of how to interact and negotiate the meaning under certain situations (procedural knowledge). Second, the skills proposed in this model do not mean how to manipulate the language sophisticatedly but the skills to discover, interpret, and interact. The skills would lead the intercultural speakers to unearth the prominent differences or similarities and react appropriately when they are faced with various cross-cultural interactions. The third component of the ICC model is attitude. An intercultural speaker needs to be open 6 DOI:10.6814/NCCU202100177.

(19) and curious about cultural phenomena and be able to suspend prejudice. Besides, the skills to reflect upon one’s own cultural experiences to cultivate critical cultural awareness is also what attitudes cover. All these three factors are intertwined with one another in this ICC model. To achieve successful cross-cultural communication, for example, a capable intercultural speaker has to demonstrate that he or she has, first, sufficient knowledge about other cultures and the process of communication; second,. 政治大. the skills to act appropriately, and third, the heart that embraces all the possibilities.. 立. In an EFL setting such as Taiwan, the ICC model proposed by Chao (2013). ‧ 國. 學. includes language proficiency in the development of ICC. Chao (2013) summarized and synthesized from the previous ICC models and proposed three components,. ‧. affective, cognitive, and behavioral dimensions, in her model. The affect part is. y. Nat. sit. composed of the attitude towards other cultures and the motivation to communicate. n. al. er. io. with people from other countries. In the cognition dimension, the knowledge of. i Un. v. cultural information and the awareness, which refers to the deeper understanding of. Ch. engchi. other cultures and the skill to, are included. As for the behavioral aspect, it contains English proficiency, which pertains to four skills, and communication strategies/ skills, which are about the knowledge and behaviors of appropriate and effective communication strategies.. Cultural Intelligence (CQ) In addition to ICC models proposed by the researchers above, several related concepts bloomed in this field, such as “intercultural competence, global citizenship, cultural intelligence, global learning, and so on” (Deardorff, 2014, p. 1). Among all, 7 DOI:10.6814/NCCU202100177.

(20) cultural intelligence (CQ) has been used in educational and business fields. According to Van Dyne, Ang, and Livermore (2010), cultural intelligence refers to one’s ability to interact flexibly and effectively with people from different cultural backgrounds, and it comprises four interrelated dimensions, motivational, cognitive, metacognitive, and behavioral CQ. First, the definition of motivational CQ, similar to the affect factor in the abovementioned ICC models, is to what extent one has “interest, drive,. 政治大. and energy to adapt cross-culturally” (p. 135). Second, cognitive CQ is how much one. 立. knows how cultural systems and norms influence others’ ways of thinking and. ‧ 國. 學. behaviors in different cultures. Third, metacognitive CQ refers to the ability to make appropriate strategies in different cross-cultural settings, which includes “awareness,. ‧. planning, and checking” (p. 137). Lastly, behavioral CQ means whether one is. y. Nat. sit. capable of making verbal or nonverbal responses appropriately and flexibly in. n. al. er. io. cross-cultural communication. Based on the theoretical framework, Ang, Van Dyne,. i Un. v. Koh, Ng, Templer, Tay, and Chandrasekar, (2007) developed the Cultural Intelligence. Ch. engchi. Scale (CQS), which consists of 20 items with 4 in metacognitive CQ, 6 in cognitive CQ, 5 in motivational CQ, and 5 in behavioral CQ. The score of this self-report is measured using a 7-point Likert scale. To probe into Taiwanese high school students’ CQ, Shen (2016) combined CQS with other sources and translated it into Chinese with words that high school students could understand without difficulty. In her revised scale, there are 19 questions in total and the results show that the average score of Taiwanese high school students’ CQ is 5.12. A detailed explanation of Shen’s (2016) Cultural Intelligence Scale for High School Students would be provided in Chapter three. 8 DOI:10.6814/NCCU202100177.

(21) Studies on Cultivating ICC in an EFL Context Since culture learning has received more attention either in research fields or in pedagogical settings, a number of studies have been conducted to enhance EFL learners’ (i.e. students from Taiwan, China, or Korea) ICC through various approaches (Angelova & Zhao, 2016; Jin, 2015; Lee & Gilles, 2012; Liaw, 2006; Wang, 2011;. 政治大. Wu, Marek, & Chen, 2013; Yang, Huiju, Cen, & Huang, 2014). It should be noted that. 立. the following sections focus more on how to promote EFL learners’ ICC because. ‧ 國. 學. there is scarce literature on how to cultivate EFL learners’ CQ. Most of the studies on CQ are related to human resource management and business management. To the best. ‧. of the researcher’s knowledge, empirical research into promoting EFL learners’ CQ. y. Nat. sit. only showed that those who are with higher CQ perform better in IELTS writing and. n. al. er. io. listening (Ghonsooly & Golparvar, 2013; Rafie, Khosravi, & Nasiri, 2016),. i Un. v. suggesting the positive correlation between CQ and language ability.. Ch. engchi. For most of the studies on ICC cultivation, providing authentic exposure to the target culture with EFL learners seems to be the primary goal. For instance, some researchers designed online interactive projects by taking advantages of the Internet (Angelova & Zhao, 2016; Jin, 2015; Lee & Gilles, 2012; Liaw, 2006; Wang, 2011; Wu, Marek, & Chen, 2013; Yang, Huiju, Cen, & Huang, 2014). In so doing, EFL students had an opportunity to interact with native speakers from the target culture. Results showed that EFL students’ cultural and linguistic knowledge of the target culture improved after such an online intercultural communication project. As for their counterpart, they not only knew more about others’ culture but also had a better 9 DOI:10.6814/NCCU202100177.

(22) understanding of what kind of grammatical errors that EFL students often made. However, online cross-cultural interactive projects did have their limitations such as technical problems. Liaw (2006) pointed out that the platform may break down or the Internet may be not so stable. These external factors may hinder participants’ motivation in keeping using the platform. Furthermore, most of these online interactive projects aimed to have EFL students learn from the target culture, that is,. 政治大. native English-speaking countries, like America. However, learning from native. 立. speakers’ norms could only satisfy partial criteria of being an effective intercultural. ‧ 國. 學. communicator (Byram, 1999). It might be more beneficial for learners to acquire more different cultural knowledge and know how to manipulate different. ‧. communication strategies when encountering people from various countries.. y. Nat. sit. Aside from interacting with native speakers, watching movies from different. n. al. er. io. cultures was also effective in cultivating EFL learners’ ICC (Chao, 2013; Xue & Pan,. i Un. v. 2012). Chao (2013) used nine movies pertaining to different cultures to facilitate EFL. Ch. engchi. college students’ intercultural competence. In this semester-long study, students were asked to keep a diary to reflect on several cultural issues and also on the course. The results were analyzed based on three dimensions, affect, cognition, and behavior. Students not only revealed positive attitudes toward the course design but also changed some of their stereotypes about other cultures after watching these movies. However, due to the time limit, Chao (2013) did not collect the data about how participants demonstrate their English proficiency or their improvement in employing communication strategies. Future studies could try to add some teaching activities during class time to provide opportunities for students to practice intercultural 10 DOI:10.6814/NCCU202100177.

(23) communication strategies. Lastly, for researchers and language teachers who do not have the opportunity to conduct the online cross-cultural interactive projects, or who do not have enough class time to play movies, teaching culture by using multicultural picture books can be a practical option. Some studies have been done to show that picture books are an effective alternative to develop EFL learners’ ICC (Chen, 2011; Du, 2013; Hsieh,. 政治大. 2013; Li, 2009; Pan, 2018; Wu, 2012).. 學. ‧ 國. 立. Using Picture Books to Cultivate ICC. To solve the problem of contextual constraints, picture books could be adopted. ‧. as useful teaching material for teachers who do not have enough class time or access. y. Nat. sit. to contacting native speakers. Even though picture books are often seen as reading. n. al. er. io. materials exclusively for young learners, picture books are useful for adolescent or. i Un. v. adult learners (Malu, 2013; Senokossoff, 2013). Picture books are suitable for adults. Ch. engchi. because the authentic, meaningful, and simplified texts provided in picture books could lower older students’ learning anxiety (Malu, 2013). Moreover, using picture books benefits learners in the following ways. First, it strengthens learners’ motivation (Du, 2013; Wu, 2012). Listening to a story seems to be human nature, so using picture books to tell a good one can be a strong incentive. Second, it serves as a medium for discussing social issues (O’Neil, 2010; Senokossoff, 2013), including multiculturalism (Du, 2013; Ho, 2015). Third, it assists in training students’ higher-order thinking skills (Kim, 2016; Shen, 2016), which might help students think critically about cultural issues. 11 DOI:10.6814/NCCU202100177.

(24) The existing studies on using picture books to promote EFL learners’ ICC are relatively rare (Chen, 2011; Du, 2013; Hsieh, 2013; Li, 2009; Pan, 2018; Wu, 2012) (See Table 2.1). Several points can be made after reviewing these studies: participants, methods (data collection), target culture, and results. First, the participants generally focused on elementary school students (Chen, 2011; Du, 2013; Hsieh, 2013; Li, 2009), which may result from the concept that picture books are designed for young learners.. 政治大. However, Wu’s (2012) and Pan’s (2018) studies shed light on the application of using. 立. picture books for EFL learners in higher educational stages. Second, the methods. ‧ 國. 學. these researchers adopted varied. Du (2013), Wu (2012), and Hsieh (2013) adopted the mixed method to collect the data. Other research, however, seemed to rely on a. ‧. sole data source, either qualitative (Li, 2009) or quantitative (Chen, 2011; Pan, 2018).. y. Nat. sit. The quantitative data were collected from pre- and post-tests, the self-made. n. al. er. io. questionnaires, or related ICC scale; the quantitative data were from students’. i Un. v. worksheets, audio/ video recording of the course, classroom observation, teacher’s. Ch. engchi. reflection, or interview. Third, the target culture that most studies focused on was multiculturalism (Du, 2013; Hsieh, 2013; Pan, 2018; Wu, 2012), which could supplement the insufficiency of cultural input from textbooks. Finally, when it came to the results, these studies generally showed positive learning outcomes after using picture books to enhance EFL learners’ ICC. The results can be summarized as follows. First, EFL learners gained knowledge of other cultures after the course of reading multicultural picture books (Du, 2013; Chen, 2011). For example, EFL students who received the course performed better in the test on the knowledge of American food cultures (Chen, 2011). Second, from the affective aspect, EFL learners’ 12 DOI:10.6814/NCCU202100177.

(25) attitudes towards other cultures changed after attending the course (Hsieh, 2013; Li, 2009; Wu, 2010). Wu (2010) declared that after the course, the EFL college students were more open to people from different cultures and they respected the special cultures that every culture has. Besides, they also demonstrated their willingness to take action when meeting people from other cultures. Hsieh’s (2013) study revealed that EFL learners were no longer afraid of foreign cultures with the course introducing. 政治大. different kinds of cultures via using picture books. Third, when it comes to the. 立. satisfaction of the course, EFL learners were satisfied with the course design (Chen,. ‧ 國. 學. 2011; Hsieh, 2013; Wu, 2010). In addition, students claimed that the course ignited their desire to learn more about multiculturalism in the future (Du, 2013). To sum up,. ‧. after such courses, students had a better understanding of the target culture, they. y. Nat. sit. changed their attitudes towards other cultures, and they became more willing to. n. al. er. io. communicate with people with different cultural backgrounds.. Ch. engchi. i Un. v. 13 DOI:10.6814/NCCU202100177.

(26) Table 2.1. Studies on using picture books to raise EFL learners’ ICC Participants. Method. Target culture. Results. Li. EFL elementary school. . action research. Chinese and. . improved cultural knowledge. (2009). students. . qualitative. western culture. . admired different culture. Chen. EFL elementary school. . experimental design. (2011). students. . quantitative. Wu. EFL college students. . curriculum design. . mixed-method. the experimental group performed better in cultural. ‧ 國. 學. knowledge and attitude . positive feedback on the course. . attitude changed. ‧. Multiculturalism. sit. y. Nat. EFL elementary school. . curriculum design. (2013). students. . mixed-method. h e n gculture American chi U. Hsieh. EFL elementary school. . experimental design. Multiculturalism. (2013). students. . mixed-method. Pan. EFL junior high school. . experimental design. (2018). students. . quantitative. io. Du. Italian, Indian, and. n. al. C. . had better cultural knowledge. . motivation raised. er. (2012). 政治大立American culture. v ni. the experimental group scored higher in the Intercultural Sensitivity Scale. Multiculturalism. the experimental group scored higher in the Intercultural Sensitivity Scale. 14 DOI:10.6814/NCCU202100177.

(27) Research Gaps and Research Questions Several limitations could be identified based on the literature reviewed above. First, the participants in the studies were elementary school students, junior high school students, college students, but not high school level students. Second, reliable and valid ICC quantitative assessment tools were rarely used in the existing literature, except for Pan’s (2018) and Hsieh’s (2013) studies, in which the Intercultural. 政治大. Sensitivity Scale was used. Though Hsieh (2013) adopted the reliable ICC assessment. 立. tool, Intercultural Sensitivity Scale, to measure learners’ ICC, the dimension that this. ‧ 國. 學. scale focuses is more on the emotion and attitude towards different cultures (i.e., the affect or motivational CQ), and other components seem not to be the center of. ‧. attention of this scale. Therefore, if a more comprehensive scale such as CQS can be. y. Nat. sit. adopted, a multidimensional result could be yielded. To bridge these gaps, the present. n. al. er. io. study intends to probe into how Taiwanese EFL high school students’ CQ is improved. i Un. v. through reading multicultural picture books by using CQS. Learners’ perceptions of. Ch. engchi. this course would also be another focus of the study. To be more precise, two research questions are proposed: 1.. To what extent do Taiwanese high school students develop their CQ through reading multicultural picture books?. 2.. How do Taiwanese high school students perceive the course that aims to develop their CQ through reading multicultural picture books?. 15 DOI:10.6814/NCCU202100177.

(28) 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. i Un. v. DOI:10.6814/NCCU202100177.

(29) CHAPTER 3 Methodology. This chapter includes six sections. First, the research context and the basic information about participants are reported. Second, the rationale for selecting the multicultural picture books is presented. Third, the course design and how the course. 政治大. proceeded are illustrated. Fourth, the instruments, consisting of qualitative and. 立. quantitative CQ assessment tools used in the present study, are introduced. Fifth, what. ‧ 國. 學. data were collected to answer the research questions are identified. Lastly, how these data were analyzed is explained.. ‧ y. Nat. sit. Context and Participants. n. al. er. io. This study was conducted in a community high school in southern Taiwan. A. i Un. v. quasi-experimental study was adopted and the research context was set in an intact. Ch. engchi. class with 32 10th graders. Since the participants were under the age of 18, it is required to obtain parental consent before the researcher collected their data. Six of the participants were unable to hand in the research consent form (Appendix A), so their data were excluded from the present study. Therefore, only 26 participants’ (15 females and 11 males) data were collected and analyzed in this research.. Participants’ English Proficiency. Based on the data collected from the questionnaire about their backgrounds (Appendix B), participants have learned English for 7.8 years on average. Their 17 DOI:10.6814/NCCU202100177.

(30) English proficiency was at a lower intermediate level according to the following assessments. First, their scores on English in the Comprehensive Assessment Program for Junior High School Students (CAP) ranged from B++ to B (see Table 3.1), meaning that they acquired basic knowledge of English at a junior high level. Second, the overall score of their self-assessment on English proficiency (see Table 3.2) is 2.7 out of 5 (N= 26), implying that they were not. 政治大. quite confident in their English ability. To be more specific, participants were. 立. most satisfied with their listening (M= 3.0) and least confident about their. 8. B. 9. 15. n. al. B+. Ch. engchi. Total. sit. Number. io. B++. er. Nat. Score of CAP. y. Table 3.1. The distribution of participants’ score on English of CAP. ‧. ‧ 國. 學. writing skills (M= 2.5).. i Un. 26. v. Table 3.2. Participants’ self-assessment (5-point Likert scale) on English proficiency Listening Average 3.0. Speaking. Reading. Writing. Vocabulary Overall. 2.7. 2.9. 2.5. 2.8. 2.7. Participants’ Cross-cultural Communication Experiences. As for their experiences of going abroad, two of the participants had stayed in a foreign country for a long time or for a shorter duration (S1 had stayed in Australia for 18 days and Turkey for 9 days; S25 had stayed in America for 7. 18 DOI:10.6814/NCCU202100177.

(31) months and the Netherlands for two to three times every year). Eleven of them had experiences of communicating in English and the rest of them did not. The interlocutors included people from English-speaking countries, such as America, Canada, England, Australia, and New Zealand, and non-English-speaking ones, like Turkey and Japan. Among these eleven participants, five of them regarded the cross-cultural conversation they had as a successful one, and the other six did. 政治大. not think so. The reason why they thought they failed to communicate with. 立. foreigners was mainly that they were not fluent in English so the recipient could. ‧ 國. 學. not comprehend what they said. On the other hand, for those who could communicate successfully, they supposed that using simple sentences or talking. ‧. about daily life could lead to a smooth conversation. To sum up, even though. y. Nat. sit. eleven of all participants (42%) had experiences of cross-cultural communication,. n. al. er. io. only five out of eleven (45%) had successful cross-cultural communication. This. i Un. v. background served as a preferable research context in which there was still room. Ch. engchi. for improvement in enhancing participants’ intercultural communication competence.. Materials When selecting appropriate picture books, it is critical to choose high-quality picture storybooks without inappropriate content (Malu, 2013) and to gauge a suitable level of difficulty (Xue, 2014). In addition to these principles, using Ho’s (2015) framework (Figure 3.1) may yield a more comprehensive analysis of picture books. Her framework includes the analysis of the content of the picture books (subject, 19 DOI:10.6814/NCCU202100177.

(32) character, plot, picture, and language art), the traits of the picture books (readability, interestedness, experience, metaphor, creativity, and imagination), and the meaning of the picture books (enlightenment of rationality and inspiration of spirituality). Two minor adaptations of Ho’s (2015) framework were made to cater to the focus of the present study because Ho (2015) focused on teaching multiculturalism to new immigrants in Taiwan. She adopted a perspective of multiculturalism and probed into. 政治大. the application of using picture books to teach and design courses for new immigrants.. 立. However, this study adopted the perspective from CQ and the last step was also. ‧. ‧ 國. 學. altered to the “application of the picture books in the course of promoting CQ.”. Figure 3.1. Procedures for selecting appropriate picture books (Adapted from Ho,. io. From the perspective of CQ. n. al. Ch. engchi. Content of picture books:. er. sit. y. Nat. 2015). i Un. v. subject, character, plot, picture, and language arts. Traits of picture books: 1. readability; 2. interestedness; 3. experience; 4. metaphor; 5. creativity and imagination. Meaning of reading picture books: 1. enlightenment of rationality 2. inspiration of spirituality. Application of the picture books in the course of promoting CQ 20 DOI:10.6814/NCCU202100177.

(33) The picture books selected in the present study were from two lists. One was an online list provided by an educator/ expert/ writer in picture books (Li, 2015) and the other one was from Prof. Wu (2012). The reason why these two lists were chosen was that the multicultural picture books they recommended or used were for high school students or college students. With the item pool, the final list of books used for the. 政治大. present study was selected based on the accessibility of the picture books and the. 立. language difficulty level. Initially, the researcher planned to include six multicultural. ‧ 國. 學. picture books in this study; however, due to the time constraint, only three books were taught, which were Fortune Cookies Fortune (Lin, 2013), Gloden Domes and Silver. ‧. Lanterns (Khan & Amini, 2012), and How My Parents Learned to Eat (Friedman,. sit. y. Nat. 1984).. n. al. er. io. Ho’s (2015) framework (Figure 3.1) was adapted to analyze the content of three. i Un. v. picture books, which would help the researcher design a more sophisticated course. Ch. engchi. and had an in-depth discussion with the students. In the following paragraphs, how Ho’s (2015) framework was utilized to analyze the applicability of three picture books was presented. First, from the perspective of CQ, the chosen picture books were suitable teaching materials since they tackled different cultural issues, such as cultural practices (e.g. fortune cookies), festivals (e.g. Ramadan), and culture shock (e.g. different utensils across different cultures). Second, when the content, including subject, character, plot, picture, and language arts, was examined, each picture book contained rich and appealing content. 21 DOI:10.6814/NCCU202100177.

(34) In Fortune Cookies Fortune, a Chinese family in America has fortune cookies after dining in a Chinese restaurant and somehow the fortune they receive turns into reality. After reading this picture book, readers know what fortune cookies look like, the setting of the restaurants, and the diverse cultures in America. They can also learn how English proverbs are written in fortune cookies and compare them with the Chinese ones. In Gloden and Domes and Silver Lanterns, the author introduces. 政治大. various colors and festivals in the Islamic world through a young girl’s view. By. 立. reading this book, readers would thus accumulate cultural knowledge about Muslims’. ‧ 國. 學. religious practices. Besides, a repetitive sentence pattern is used in this picture book, so learners could pick up the usage while reading it. Lastly, the plot presented in How. ‧. My Parents Learned to Eat is about how a cross-cultural couple endeavors to conquer. y. Nat. sit. the cultural barriers by learning each others’ dining customs. Readers can easily. n. al. er. io. identify the differences between Japanese and American dining cultures through the. i Un. v. pictures. In addition to its vivid images, readers could learn how a narrative and is. Ch. engchi. composed with the help of the graphic organizer, a story mountain (see Appendix E). Third, when examined by the next screening criteria, traits of picture books, and the meaning of reading picture books, these picture books were not only readable, interesting, and creative, but also opened up space for readers to explore this multicultural world. Concerning readability, the average Flesch Kincaid Reading Ease score of these three picture books is 90.91, which means that 9 to 10-year-old native speakers should understand them without difficulty. The score also suggests that these picture books should be readable for lower-intermediate level EFL learners. When 1. The Flesch Kincaid Reading Ease score of Fortune Cookie Fortunes is 89.3; Golden Domes and Sliver Lanterns, 90.9; How My Parents Learned to Eat, 92.6. 22 DOI:10.6814/NCCU202100177.

(35) analyzed by the criteria of interestedness, experience, metaphor, creativity, and imagination, three picture books used in this study offer intriguing stories. For example, in Fortune Cookies Fortune, the author creates a fabulous world where all the fortunes come true. The story thus stimulates the readers’ imagination. As for Gloden and Domes and Silver Lanterns, readers could expand their limited knowledge about Islamic culture and discover how colorful the Muslim culture could be. Lastly,. 政治大. since the main topic of How My Parents Learned to Eat is about cross-cultural. 立. romance, many learners would find it enjoyable to read the story and some of them. ‧ 國. 學. might share a similar feeling when they are in a love relationship. Table 3.3 is an example of the analysis of How My Parents Learned to Eat by using Ho’s (2015). ‧. framework.. n. C hExplanation U n i engchi Culture shock. Content, Traits, and Meaning Subject. er. io. al. sit. y. Nat Table 3.3. Analysis of How My Parents Learned to Eat. v. Character. A Japanese girl and an American sailor. Plot. How a couple from different cultural backgrounds deal with cultural shock. Content Picture. There are vivid illustrations of Japanese culture and dining customs.. Language Arts. A complete story structure is presented and many details are provided for readers to read between the. 23 DOI:10.6814/NCCU202100177.

(36) lines. Readability. Flesch Kincaid Reading Ease: 92.6 (which means that 9 to 10-year-old native English speakers should easily understand the text.). Interestedness. A romantic cross-cultural romance could arouse many learner’s interests.. 政治大. Experience. Learners may relate to their love relationship or. 立experiences in tackling cultural shock.. Traits. ‧ 國. 學. Metaphor. Some metaphors are used in this picture book. For example, at the end of the story, the couple makes. ‧. io. sit. willing to learn from other cultures.. The plot is creatively constructed like the one in. n. al. er. Nat Creativity and. y. each other’s gestures, suggesting that they are. imagination. Ch. “The Magi’s Gifts.”. engchi. i Un. v. Enlightenment. Learners could acquire knowledge about different. of rationality. food cultures in Japan and America.. Inspiration of. When dealing with cultural differences, one should. spirituality. learn and respect others’ cultures.. Meaning. Course Design and Procedure This course, which aimed at increasing EFL high school students’ CQ, lasted eight weeks and there was a 50-minute class period each week on Friday. The questionnaire about learners’ background information and pre-test of CQ (Appendix B) 24 DOI:10.6814/NCCU202100177.

(37) was administrated before the course began. Then, the difficulty level of the course was adjusted in accordance with the participants’ language proficiency and former cross-cultural experiences. In this course, each picture book took up two periods of class time in two separate weeks. In the first week, the warm-up activities for each picture book lasted for 10 minutes, and the rest of the time was used for the reading activities. Besides, the worksheets (Appendix C, D, and E) were used to ensure that. 政治大. learners engaged in the course. In the second week, the course time was divided into. 立. two parts: 35 minutes of integrated cross-cultural activities and 15 minutes for. ‧ 國. 學. students to complete the reflection on the picture book (Appendix F). In the final week of the course, a questionnaire about the course (Appendix G) was distributed to. ‧. elicit learners’ feedback and suggestions. Besides, learners completed their post-test. y. Nat. sit. on CQ this week as well.. n. al. er. io. During the warm-up activities, the researcher firstly raised some questions about. i Un. v. local culture, which could create a safe atmosphere at the beginning of the class. Ch. engchi. discussion. Students would be more willing to answer this kind of question because these questions were related to their daily life; besides, it could help them develop the awareness of their own culture, which could enhance their metacognitive CQ. Then, students would be asked questions regarding the target culture to arouse their interest and to see how familiar they were with the target culture. Through this question-and-answer process, students could have an interaction with their peers and benefit from one another’s answers. Next, while teaching the picture books, the researcher would pause and ask students to think, predict, and express their ideas of what and why would happen in 25 DOI:10.6814/NCCU202100177.

(38) the story, which is the activity that Malu (2013) has recommended teachers to do in cross-cultural courses. Students were also invited to participate in group discussions on cultural issues as well. Besides, the researcher also invited students to observe the illustrations to recognize the multiple dimensions of culture, “products, practices, communities, perspectives, and persons (Moron, 2001),” of the target culture to build their cognitive CQ.. 政治大. As for the post-reading activities, aside from checking learners’ reading. 立. comprehension, it was vital to conduct cultural activities for students to further. ‧ 國. 學. develop their CQ. Students would take advantage of the cultural knowledge they learned from the picture books and reflected on their own culture while conducting. ‧. cultural activities. As Xue (2014) has suggested, comparing different cultures. y. Nat. sit. reinforces students’ cultural awareness, so the researcher had students identify the. n. al. er. io. similarities, compare the differences, and share what they discovered with their classmates.. Ch. engchi. i Un. v. To sum up, this course aimed to enhance students’ cognitive, metacognitive, motivational, and behavioral CQ after reading three multicultural picture books. Students’ cognitive CQ could be enhanced as they acquired the cultural knowledge from the picture books. By comparing the similarities and differences across cultures, they could develop metacognitive CQ. Concerning motivational CQ, the fascinating content of picture books would spark students’ interest in interacting with people around the world. As for the behavioral CQ, they would have a basic idea about how the characters behave by observing the pictures. However, owing to a lack of actual face-to-face interaction with the people from the target culture, they could only rely 26 DOI:10.6814/NCCU202100177.

(39) on their imagination, thinking about how they would interact with them if they encountered them in the future. The sequence of three multicultural picture books used in this course was ordered by the language difficulty and cultural familiarity. The procedure of the course is shown in Table 3.4.. 政治大. Table 3.4. The procedure of the course Week. 立. Teaching content. Target culture. 學. 2019/11/15. ‧ 國. Date. 2019/11/29. 4. 2019/12/06. 5. 2019/12/13. 6. How My Parents Learned to Eat. 2019/12/20. 7. How My Parents Learned to Eat. Japanese/ American. 2020/01/03. 8. Post-test on CQ and feedback on the. N/A. Course introduction; pre-test on CQ. N/A. 2. Fortune Cookie Fortunes. Chinese/ American. 3. Fortune Cookie Fortunes. ‧. Nat. Golden Domes and Silver Lanterns. y. Chinese/ American. io. sit. 2019/11/01. 1. er. 2019/10/25. Golden Domes and Silver Lanterns. n. al. Ch. engchi. i Un. v. Islamic Islamic Japanese/ American. course. Instruments A traditional pen-and-paper assessment, which tests the objective knowledge, could not fully evaluate the development of cultural competence (Scarino, 2010). As Deardorff (2004) has suggested, both quantitative and qualitative data should be. 27 DOI:10.6814/NCCU202100177.

(40) collected to present a more comprehensive outcome of ICC or CQ development. Therefore, three instruments were utilized to collect quantitative and qualitative data about participants’ CQ growth, including (1) Cultural Intelligence Scale for High School Students (Shen, 2016), (2) reflections of each picture book, and (3) a final feedback questionnaire. In the following paragraphs, the rationale behind these instruments and what data they collected respectively would be introduced.. 政治大. First, Shen’s (2016) Cultural Intelligence Scale for High School Students (see. 立. Appendix B) was used to assess to what extent the participants cultivate their CQ.. ‧ 國. 學. Though there are a lot of ICC scales (see 86 tools that were collected by Fantini, 2007, 2015) available worldwide; however, there is a dearth of Chinese ICC scales aiming. ‧. at EFL high school students. Fortunately, Shen’s (2016) Cultural Intelligence Scale for. y. Nat. sit. High School Students fills the gap. Her scale was synthesized from multiple sources,. n. al. er. io. including Cultural Intelligence Scale (Ang, Van Dyne, Koh, Ng, Templer, Tay, &. i Un. v. Chandrasekar, 2007), Cultural Intelligence Scale for International students (Sung,. Ch. engchi. 2009), her own teaching experiences, and opinions from nine experts as reference. This 7-point Likert scale questionnaire consists of 19 questions with 5 items in cognitive, metacognitive, and motivative dimensions separately, and 4 in behavioral dimension. Compared to the original CQS, several adaptations were made in Shen’s (2016) Cultural Intelligence Scale for High School Students. First, in cognitive CQ, the items “I know the legal and economic systems of other cultures,” “I know the marriage systems of other cultures,” and “I know the arts and crafts of other cultures.” were not included because they seemed not suitable for high school students to answer. Second, in metacognitive CQ, an item was added to make a balanced number of the 28 DOI:10.6814/NCCU202100177.

(41) four dimensions and to highlight the importance of understanding local culture (Shen, 2016). Therefore, the item “I can identify the similarities and differences between the culture of my own and the cultures of others” was put in this dimension. Third, in motivational CQ, the original item “I am confident that I can get accustomed to the shopping conditions in a different culture” was altered to “(When interacting with people from other cultures,) I am confident in getting accustomed to the differences.”. 政治大. Fourth, in behavioral CQ, the item “I alter my facial expressions when a cross-cultural. 立. interaction requires it” was deleted because, after the preliminary test, Shen (2016). ‧ 國. 學. discovered that if this item was deleted, the reliability of the behavioral dimension was raised. The pilot results of this scale reached satisfactory reliability (Cronbach’s. ‧. α=.934). The results showed that high school students in Taoyuan, Taiwan scored 5.12. y. Nat. sit. points on average. Furthermore, to ensure that the participants comprehend the. n. al. er. io. content of this scale, a pilot study was conducted. The researcher in the present study. i Un. v. distributed this scale to six high school students in a different school and all of them. Ch. engchi. completed the questionnaire with ease.. Second, reflections of each picture book (see Appendix F) were used to collect the qualitative data about how participants develop their CQ. There were six questions in each reflection. The first four questions were designed corresponding to each dimension of CQ. The first question, “What cultural knowledge did you learn from the class?” was to collect data about the development of participants’ cognitive CQ, including what cultural values and systems they learned through reading each picture book. The second question, “Did you notice the similarities and differences between ‘local culture’ and ‘target culture’?” focused on metacognitive CQ. Metacognitive CQ 29 DOI:10.6814/NCCU202100177.

(42) refers to the strategies being used in cultural encounters, including one’s awareness of different cultures and the ability to check the appropriateness in cross-cultural interaction. Therefore, this question invited participants to make a comparison between their own culture and target culture, which was a skill that belonged to metacognitive CQ. The third question, “Do you think the cultural knowledge you learned in the class motivates you to interact with people from ‘target culture’?”. 政治大. investigated students’ development of motivational CQ. Data collected from this. 立. question could be used to analyze whether participants’ interest in interacting with. ‧ 國. 學. people from the target culture was raised after reading multicultural picture books. The fourth question, “How will you adopt the cultural knowledge you learned from. ‧. the class in the future?” attempted to collect the data about behavioral CQ. This. y. Nat. sit. question explored how learners would interact verbally and non-verbally in. n. al. er. io. cross-cultural communication by using the cultural knowledge they learned in the. i Un. v. course. The fifth question, “How do you like this picture book? Why?” examined. Ch. engchi. participants’ thoughts on the picture book. Learners’ opinions could be valuable feedback for teachers who want to use the same book. The sixth question, “Any suggestions or feedback on the course?” was asked for rolling-wave planning. The researcher adjusted the design of the course after teaching each picture book according to participants’ suggestions. Lastly, both English and Chinese translation were provided in each reflection, so participants could answer either in Chinese or in English, depending on in what language they could express their ideas more clearly. Third, a final feedback questionnaire adapted from Du (2013) was distributed at the end of the course (Appendix G). This questionnaire contained two sections: (1) 15 30 DOI:10.6814/NCCU202100177.

(43) 5-point Likert scale questions about learner’s thoughts on the picture books and perceptions of the course; (2) 5 open-ended questions about their satisfaction with the course and whether the course promoted their CQ development and English learning. Some adaptations of Du’s (2013) questionnaire were made because of a slightly different research focus. In addition to picture books, Du (2013) also probed into whether other supplementary materials, such as videos and online resources,. 政治大. facilitated EFL learners’ cultural learning. Therefore, the first five questions about. 立. picture books remained the same, but questions asking about learners’ perceptions of. ‧ 國. 學. other supplementary materials were deleted. On the other hand, some questions about whether the course cultivated participants’ four dimensions of CQ were added to. ‧. delve into how participants self-perceived their progress in CQ after reading three. y. Nat. sit. multicultural picture books. Each dimension of CQ was addressed in the questionnaire. n. al. er. io. (cognitive CQ: item 6; motivational CQ: item 7, 8, and 9; metacognitive CQ: item 10;. i Un. v. behavioral CQ: item 11). Other questions added were those inquiring into whether the. Ch. engchi. course raised participants’ interest in learning English (item 12) or enhanced their English ability (item 13). Their willingness to read more multicultural picture books (item 14) and to participate in the same course in the future (item 15) was also investigated. As for the open-ended questions, they were about (1) ranking three picture books, (2) whether the participants were satisfied with the course, (3) what language skills they improved the most after the course, (4) what cultural picture books they wanted to read in the future, and (5) providing suggestions or reflections of the course.. 31 DOI:10.6814/NCCU202100177.

(44) Data Analysis The data collected from the three instruments were analyzed in the following ways. First, a paired sample t-test was adopted to analyze scores from pre- and post-test on Cultural Intelligence Scale for High School Students (Shen, 2016). The scores from each dimension of CQ were further analyzed by t-test to give a more detailed explanation of CQ development.. 政治大. Second, participants’ reflections of three picture books were analyzed and coded. 立. based on four components of CQ, cognitive, motivational, metacognitive, and. ‧ 國. 學. behavioral dimensions. To guard the reliability of the coding, two researchers who are familiar with the ICC/ CQ were invited to scrutinize part of the results of coding.. ‧. Third, quantitative and qualitative data in the last instrument, the final feedback. y. Nat. sit. questionnaire, were analyzed separately. The scores from the first 15 5-point Likert. n. al. er. io. scale questions were presented via descriptive statistics. As for the data from the 5. i Un. v. open-ended questions about the course, they were categorized according to similar. Ch. engchi. themes. With quantitative and qualitative data being analyzed, it was hoped that the results could provide an in-depth discussion on how the course facilitated EFL high school learners’ CQ.. 32 DOI:10.6814/NCCU202100177.

(45) CHAPTER 4 Results. This chapter reports the findings of the study, containing three major parts. First, the results of participants’ pre- and post-test on CQS. Second, each dimension of the CQ (i.e., cognitive, metacognitive, motivational, and behavioral CQ) is examined. 政治大. closely and participant’s reflections on each picture book are analyzed. Third, learners’. 立. perceptions of the course, including the quantitative and qualitative data and their. ‧ 國. 學. opinions about the three picture books used in the course, are revealed. This study aimed to investigate how Taiwanese EFL high school students’. ‧. cultural intelligence (CQ) was promoted through reading multicultural picture books.. y. Nat. sit. In this course, students were expected to attain the goal of successful intercultural. n. al. er. io. communication by obtaining cultural knowledge, developing communication. i Un. v. strategies, and cultivating open-minded attitudes. It should be noted that a research. Ch. engchi. code was assigned to each participant randomly, labeled as S1 to S26. The number does not correspond to their seat number. The following sections are the findings to the first research question: To what extent do Taiwanese high school students develop their CQ through reading multicultural picture books?. An Overview of Results of CQS (Shen, 2016) The descriptive data of the pre- and post-test of the Cultural Intelligence Scale for High School Students (Shen, 2016) reveals a positive result of the course. The 33 DOI:10.6814/NCCU202100177.

(46) score of the pre-test (Table 4.1) of cultural intelligence is 5.20. As for the post-test (Table 4.2), the same questionnaire was distributed again after the participants read three multicultural picture books, and the mean score of the post-test is 5.72. To examine whether the course helped enhance participants’ CQ, the gain score was calculated and the paired sample t-test was adopted to assess the statistical significance. Despite the slight gain in the average mean score (0.52), the results of. 政治大. the paired sample t-test (Table 4.3) show that the improvement is statistically. 立. significant (t-value = -7.46 and p-value < 0.001). Therefore, the results indicate that. ‧ 國. 學. after participating in the multicultural picture book reading course, learners’ overall CQ was significantly improved. Based on this self-report questionnaire, the results. ‧. suggest that after the course, participants (1) understood most of the cultural. y. Nat. sit. knowledge, (2) were able to apply the metacognition skills in most cross-cultural. n. al. er. io. communication situations, (3) mostly enjoyed the interaction with people from. i Un. v. different cultural backgrounds, and (4) could change the behaviors according to. Ch. engchi. different cross-cultural communication situations.. Table 4.1. Result of Pre-test of Cultural Intelligence Scale for High School Students (Shen, 2016) Item. Statements2. Mean. SD. When faced with different cultures, I understand the following aspects of which are different from mine. 2. It should be noted that the original questionnaire distributed in this study is the Chinese version. Most of the English translation here is retrieved from the Cultural Intelligence Scale by Cultural Intelligence Center (2005).. 34 DOI:10.6814/NCCU202100177.

(47) 1. Customs and traditions. 5.52. 1.03. 2. Cultural values. 4.95. 1.47. 3. Religious beliefs. 5.29. 1.38. 4. Rules of languages (e.g., vocabulary and grammar). 4.76. 1.37. 5. Rule of expressing non-verbal behaviors (e.g., eye. 5.29. 1.31. 4.76. 1.09. 4.90. 1.51. 5.67. 1.32. 5.29. 1.15. 5.67. 1.35. 5.57. 1.36. contact, gestures, smiles). 政治大. When interacting with people from other cultures,. 立. 7. I check the accuracy of my cultural knowledge.. 8. I adjust and modify my knowledge of other cultures.. 9. I know how to apply the cultural knowledge I am. y. Nat. sit. equipped with in different cultural settings.. n. al. er. I can identify the similarities and differences between the. io. 10. ‧. ‧ 國. I know clearly the cultural knowledge I use.. 學. 6. i Un. culture of my own and the cultures of others.. Ch. engchi. v. 11. I enjoy the interaction.. 12. I am confident in building good social relationships.. 5.29. 1.38. 13. I am sure I can adjust to culture shock in time.. 5.00. 1.48. 14. I am willing to immerse myself in such cultural. 4.76. 1.41. situations. 15. I am confident in getting accustomed to the differences.. 5.19. 1.57. 16. I change my word usage.. 5.24. 1.41. 17. I decide when to pause or be silent based on the different. 5.71. 1.10. cross-cultural situations. 35 DOI:10.6814/NCCU202100177.

(48) 18. I vary the rate of my speaking.. 5.24. 1.41. 19. I change my body language or clothing.. 4.62. 1.47. 5.20. 1.35. Average. Table 4.2. Result of Post-test of Cultural Intelligence Scale for High School Students (Shen, 2016) Item. Statements. 立. 政治大. Mean. SD. When faced with different cultures, I understand the following aspects of which are. ‧ 國. 學. different from mine.. Customs and traditions. 2. Cultural values. 3. Religious beliefs. 4. Rules of languages (e.g., vocabulary and grammar). 5. Rule of expressing non-verbal behaviors (e.g., eye. 6.19. 0.75. 5.81. 1.08. ‧. 1. y. Nat. 0.75. 5.57. 0.81. 5.81. 1.08. sit. n. al. contact, gestures, smiles). Ch. engchi. er. io. 6.19. i Un. v. When interacting with people from other cultures, 6. I know clearly the cultural knowledge I use.. 5.86. 0.96. 7. I check the accuracy of my cultural knowledge.. 5.43. 1.03. 8. I adjust and modify my knowledge of other cultures.. 5.95. 0.92. 9. I know how to apply the cultural knowledge I am. 5.67. 1.06. 6.05. 0.86. equipped with in different cultural settings. 10. I can identify the similarities and differences between the. 36 DOI:10.6814/NCCU202100177.

(49) 11. I enjoy the interaction.. 6.00. 0.89. 12. I am confident in building good social relationships.. 5.38. 1.20. 13. I am sure I can adjust to culture shock in time.. 5.76. 0.89. 14. I am willing to immerse myself in such cultural. 5.48. 1.21. 5.38. 1.24. 5.29. 1.27. 5.76. 1.18. ‧. 5.71. 1.15. y. culture of my own and the cultures of others.. 5.33. 1.53. 5.72. 1.05. situations.. 政治大. 15. I am confident in getting accustomed to the differences.. 16. I change my word usage.. 17. I decide when to pause or be silent based on the different. 立. ‧ 國. 學. cross-cultural situations. I vary the rate of my speaking.. 19. I change my body language or clothing.. n. er. io. al. sit. Nat. 18. Ch. engchi. i Un. v. Table 4.3. The paired sample t-test of pre-test and post-test of Cultural Intelligence Scale for High School Students (Shen, 2016) Result. N. Mean. Gain. SD. t. p. -7.46. 0.00***. Scores Pre-test. 5.20 21. Post-test. 1.35 0.52. 5.72. 1.05. *: p<0.05, **: p<0.01, ***: p<0.001. 37 DOI:10.6814/NCCU202100177.

(50) Quantitative Data on Four Dimensions in Cultural Intelligence After confirming participants’ CQ had improved significantly, this study would provide a deeper understanding of how learners developed their cultural intelligence after reading multicultural picture books. The quantitative data about each facet of cultural intelligence (CQ) (i.e., cognitive, metacognitive, motivational, and behavioral dimensions) is presented first. The qualitative data, participants’ reflections, would be reported in the next section.. 立. Cognitive Dimension.. 政治大. ‧ 國. 學. Table 4.4. Comparison of pre- and post-test of the cognitive CQ. Nat. Mean. Post-test. SD. y. Pre-test. Mean. SD. io. sit. Statements. ‧. Item. Gain Scores Mean. n. al. er. When faced with different cultures, I understand the following aspects of which are different from mine. 1. Customs and. Ch. engchi. i Un. v. 5.52. 1.03. 6.19. 0.75. 0.67. traditions 2. Cultural values. 4.95. 1.47. 5.81. 1.08. 0.86. 3. Religious beliefs. 5.29. 1.38. 6.19. 0.75. 0.90. 4. Rules of languages. 4.76. 1.37. 5.57. 0.81. 0.81. 5.29. 1.31. 5.81. 1.08. 0.52. (e.g., vocabulary and grammar) 5. Rule of expressing. 38 DOI:10.6814/NCCU202100177.

(51) non-verbal behaviors (e.g., eye contact, gestures, smiles) Average. 5.16. 1.31. 5.91. 0.89. 0.75. 政治大. Table 4.5. T-test result of cognitive CQ. Gain. t. Scores 1.31 0.75 5.91. p. ‧. 5.16. 21 Post-test. SD. 學. Pre-test. 立 Mean. N. ‧ 國. Result. -10.8. 0.89. Nat. sit. y. 0.00***. io. n. al. er. *: p<0.05, **: p<0.01, ***: p<0.001. Ch. i Un. v. To delve into which dimension of CQ that participants improved the most, a. engchi. paired sample t-test was conducted. Table 4.5 shows that there was a significant difference (p-value= 0.00<0.001) in the scores for pre- and post-test of cognitive CQ, which means that after reading multicultural picture books, participants’ cultural knowledge was increased. With the help of picture books, participants learned not only tangible cultural knowledge, like food and products, but also intangible one, such as dining customs and religious beliefs. Metacognitive Dimension. Table 4.6. Comparison of pre- and post-test of the metacognitive CQ. 39 DOI:10.6814/NCCU202100177.