Songul Dogan Ger: Developing Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in English Classes
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6 Teachers’ Perceived Attitudes and Practices and Students’ Responses to the Development of Cultural Diversity Awareness and Intercultural Communicative Competence – Data Source 2: Classroom Observation
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6.2 Research Design and Methods
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6.2.2 Research Design

6.2.2 Research Design

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This phase of the study adopted a descriptive qualitative design. Data Source 2 aimed to explore how teachers’ practices and attitudes related to CDA and ICC were enacted in the classroom and how students responded to these efforts. Observations were used to determine which types of culture (target/international), cultural aspects (big C, little c, deep culture), and ICC components (e.g., attitudes, skills, knowledge, critical awareness) were addressed. The research questions guiding this investigation were:

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  • RQ 1.1: What are the English language teachers’ attitudes concerning the development of their students’ CDA and ICC?
  • RQ 1.2: What are the teachers’ actual practices concerning this development?
  • RQ 1.5: What elements of CDA and ICC do students demonstrate in response to these practices?
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