PhD Dissertation Example 1

184 CHAPTER 7 Conclusion Introduction This chapter will report the major conclusions derived from the data analysis of the research conducted in the study. This chapter will offer a revised conceptual framework on intercultural communicative competence at the higher education level based on those findings. Furthermore, the implications will be discussed based on the findings and will be integrated into the existing literature. Finally, this chapter will present limitations of the study and suggestions for future research. Summary of the Study The conceptual framework for the study was framed by the extant literature on the topic of the influence of different curricular models and instructional strategies on intercultural communicative competence. The construct elements for the research were (a) Curricular Models, (b) Instructional Strategies, and (c) Intercultural Communicative Competence. A two- case comparative study suited the intention of the study to better understand language educators and language learners’ perceptions on intercultural communicative competence and experiences of increasing intercultural communicative competence at the novice level in Chinese language classrooms at the two institutions that participated in the study. Data were collected from January 2016 through April 2016. A total of ten student participants and four faculty participants were interviewed and students’ responses to the CCAI self-assessment survey were also analyzed.

185 Review of Findings Curricular Models The conclusions obtained from the analysis of interview data demonstrated that most of the interviewed faculty members do not place an emphasis on increasing students’ intercultural communicative competence in their curricula. Most of the faculty members disregard the importance of intercultural communicative competence. Most of the faculty members do not have instructional strategies designed for intercultural communicative competence. The report of experiences in the study suggested several implications. Promoting and increasing students’ intercultural communicative competence is a new, but important concept for faculty members and students in the Chinese language classroom, especially at the novice level. Even though the concept is not reflected in their curricula, learning goals, and teaching objectives, the faculty participants have been more or less increasing students’ intercultural communicative competence. According to faculty participants’ interview responses, one institution practices ACTFL guidelines and the other institution creates their own learning goals. Neither of the two institutions places increasing language learners’ intercultural communicative competence in their curricular models at the novice level. Only one out of four faculty members think increasing learners’ intercultural communicative competence is one of her most important teaching objectives. In practice, the faculty participants teach culture in class and usually the cultural teaching starts from teaching language skills and serves for teaching language skills. One faculty participant prefers to use the time before class to explain culture not directly related to textbook lessons. All faculty participants would take some class time to talk about a part of culture if students raise cultural questions.

186 Instructional Strategies Based on the interview responses from the faculty members and students, the most popular instructional strategy practiced in novice level Chinese classes is video-based learning. In addition to videos, the following instructional strategies were considered most efficient and helpful from a faculty point of view: an on-line forum, spontaneous discussion, now and then comparison, field trips, and physical engagement. The following instructional strategies were considered most efficient and helpful from the student’s point of view: formal and informal usage, and sharing a piece of mind. Also helpful are Trivia Questions from the institution A; warm-up chitchat in Chinese, teaching nuances of language and culture, and giving performance in events and activities. Intercultural Communicative Competence Student participants’ intercultural communicative competence levels were revealed from Cross-Cultural Adaptability Inventory self-assessment survey. The survey was designed to assess the four aspects: emotional resilience, flexibility/ openness, perceptual acuity, and personal autonomy. According to the survey results, six students are at High level, one at Medium level and three at Low level. The highest score comes from the Grape Institution. The highest average score is from the grape institution. The lowest score comes from the Grape Institution. The most numbers of students with high level are also from the grape institution.

187 Emerging Issues and Other Considerations Neither of the two institutions has a formalized curricular model emphasizing increasing learners’ intercultural communicative competence. Two out of four faculty members did not realize the importance of increasing learners’ intercultural communicative competence in their novice level classes. Three out of four faculty members were not prepared to deliver intercultural communicative contents in effective instructional strategies. Both institutions offer a variety of extracurricular events and activities on campus. The extracurricular events and activities are a very important and efficient channel for students to increase their intercultural communicative competence. In the Peach Institution, the activities are Chinese Table, The Confucius Day, Immersion Week Program, Chinese holidays’ celebrations, performances and lectures, and local community engagement. In the Orange Institution, there are tutors on campus, Chinese House, Dinner with Chinese, and Chinese Cooking. The students from the Orange Institution can attend all the above activities and events since all the activities and events held at the Peach Institution are open to the public. Conceptual Framework Final Revision The conceptual framework for the study was developed with the purpose of designing an efficient curricular model and finding efficient instructional strategies to increase language learners’ intercultural communicative competence. Implications and Recommendations The study offers reference and guidance for designing efficient curricular models and practice helpful instructional strategies to teach intercultural communicative competence and to increase students’ intercultural communicative competence.

188 Figure 7. 1 Revised Conceptual Framework: Model for Intercultural Communicative Competence at the Higher Education Level Curricular Models Instructional Strategies Extracurricular Events and Activities The Additive Model ➢ Portfolio ➢ The target language ➢ Lecture ➢ Chinese Table\\Chinese ➢ The target culture ➢ Semantic Mapping ➢ Hands-on Activities Corner CLT Model ➢ Field Trips ➢ The Confucius Day ➢ Communicative ➢ Ethnographic Interview ➢ Immersion Week ➢ Culture Capsule ➢ Chinese holidays’ competence ➢ Culture Cluster ➢ Learner-centeredness ➢ Culture Assimilator celebrations ➢ Authentic Texts ➢ Culture Mini-drama ➢ performances and lectures ➢ Context ➢ Word Association ➢ local community ➢ Collages Strategy ICC Model ➢ Artifact Study engagement ➢ Communicative ➢ Videos ➢ tutor on campus ➢ Online Forum ➢ Chinese House competence ➢ Spontaneous Discussion ➢ Dinner with Chinese ➢ Intercultural competence ➢ Now and Then Comparison ➢ Chinese Cooking ➢ Intercultural ➢ Formal and Informal Usage ➢ Sharing a Piece of Mind Communicative ➢ Trivia Questions ➢ Warm-up Chitchat in Competence ➢ Intercultural sensitivity Chinese, ➢ Teaching nuances of ACTFL Standards ➢ Perspectives language and culture ➢ Practices ➢ Giving Performances in ➢ Products Events and Activities ACTFL Guidelines ➢ Listening Cross-Cultural Adaptability Inventory ➢ Speaking ➢ Reading Emotional Resilience ➢ Writing ➢ Emotional Resilience ➢ Emotional Balance Learning Goals ➢ Positive Attitude ➢ The first-year language courses The Flexibility/Openness ➢ The second-year language ➢ Cognitive Flexibility courses ➢ Interpersonal Competence ➢ The third-year language ➢ The Third Culture Perspective courses ➢ Chinese literature courses The Perceptual Acuity Scale ➢ Verbal Cues ➢ Nonverbal Cues ➢ Empathy The Personal Autonomy Scale ➢ Personal Value System ➢ Sense of Identity ➢ Self-respect

189 Implications for Theory The research contributes to the theory of intercultural communicative competence in three areas. First, in curricular design, the research findings suggest that none of the curricular models or learning goals in the two institutions was created to promote students’ intercultural communicative competence. The research confirms the importance of writing intercultural communicative competence into language curricula. Secondly, in instructional strategies, the research findings reveal some new effective instructional strategies utilized by the faculty participants and recommended by the student participants. They are videos, an online forum, spontaneous discussion, then and now comparison, formal and informal usage, sharing a piece of mind, trivia questions, warm-up chitchat in Chinese, teaching nuances of language and culture, giving performances in events and activities. These new effective instructional strategies are offered as an addition to the body of knowledge. Thirdly, in extra-curricular activities and events, these strategies play a vital role in increasing students’ intercultural communicative competence. In the theory of increasing students’ intercultural communicative competence, extracurricular activities and events are equally highlighted with specialized curricula. Furthermore, the findings suggest benefits from the use of intercultural activities and events. Specifically, these are Chinese Table or Chinese Corner, the Confucius Day, Immersion Week, Chinese holidays’ celebrations, performances and lectures, local community engagement, tutor on campus, Chinese House, dinner with Chinese, and Chinese cooking.

190 Implications for Practice Faculty Members These research findings might serve as guidelines for faculty members who have not considered intercultural communicative competence as an important teaching objective which could be reflected in curricular models. The research findings give faculty members some references on efficient instructional strategies derived from promoting students’ intercultural communicative competence. The research findings also introduce various extracurricular events and activities which were successfully hosted in the two institutions. The findings also bring up the importance of hosting various extracurricular events and activities: promoting Chinese culture, motivating students’ interests in learning a language and the culture, and increasing students’ intercultural communicative competence. The findings reveal how students view the importance of intercultural communicative competence, what efficient instructional strategies are helpful from learners’ point of view, and the characteristics of students with high intercultural communicative competence. The revealed students’ perspectives and characteristics of the students could serve to motivate faculty members to fully develop learners’ intercultural communicative competence. Intercultural Communicative Competence model is best designed for increasing students’ intercultural communicative competence. The model does not only emphasize communicative competence but also emphasizes intercultural competence and cultural sensitivity. Neither of the two programs adopted the ICC model. In comparison, the program in the Peach Institute takes more consideration of intercultural communicative competence into its curricular model and instructional strategies than the program in the Orange Institute.

191 When designing a lesson plan, language educators can connect the related cultural products, practice, and perspectives to the theme of a unit or a lesson. Language educators could spend some reasonable time talking about the cultural products, practice, and perspectives in their novice-level classes. I would recommend five to 10 minutes out of a fifty minute class, 10 to 15 minutes out of a seventy-five minute class. Language educators can consider bringing cultural products to class for students to see or try, to demonstrate cultural practices, and let students mimic. This will reveal the cultural perspectives behind them, and let them compare with their own. If cultural practices can be designed into language activities, it would be even better. Language educators should be prepared with different reactions and feedback from students. Some students cannot wait to try a strange foreign snack; some students are hesitant; some students do not even want to get close. At this moment, educators can praise the brave students, encourage the uncertain, and go easy with the fearful. Before students taste, educators can prepare expectations, encourage them to show and tell what they really feel about the food, and thank them for being brave and open-minded while trying new things. Language educators should be as objective as possible when explaining cultural perspectives. They do not need to express opinions or perspectives, especially sensitive ones, however, they can explain different popular public opinions and thoughts concerning why people think in a certain way. Language educators also need to inform their students that cultural practices are common practices which do not include everyone. Additionally, language educators might try to explain different practices as much as possible.

192 Learners All the student participants will receive their intercultural communicative competence total scores, the individual scores of the four scales, and the level of their intercultural communicative competence compared to those of many people who have previously completed the inventory. It is more important for a student to look at how his or her scores compare with each other and see whether he have stronger and weaker area. Limitations of the Study Findings in the investigation support previous research conclusions. However, limitations in the study confine the generalization of its findings. First, the nature of the study allowed in-depth investigation on the topic, however, when utilizing this research method, the sample size of participants is reduced. Second, due to the small number of Chinese language classes, the selection of the student participants cannot be conducted strictly as described in the Chapter 3. To have at least five participants from each institution, a heritage student and students who have taken Chinese in high school were also recruited. Finally, CCAI is a self-assessment survey which is subjective. It is possible that student participants under-assess themselves or over-assess themselves. Recommendations for Future Research So far, there are no curricular models especially designed to develop language learners’ intercultural communicative competence and there are not any systematic instructional strategies to promote language learners’ intercultural communicative competence either. Therefore, recommendations for future research on the topic that emerged from the study are:

193 ➢ Studying Chinese programs with a larger faculty and student population ➢ Conducting a comparative study on students’ intercultural competence before taking Chinese classes and after taking Chinese classes in two or more institutions ➢ Conducting a study to replicate this study with another foreign language Final Consideration One closing consideration relates to teaching objectives: Intercultural communicative competence might be considered as one of the most important teaching objectives in foreign language learning. Some language educators only focus on teaching language skills in class because that is deemed the only important teaching objective. Some language students know how to say numbers in Chinese, but do not know what numbers are lucky or unlucky in Chinese culture or why. Some students know how to ask how much is an item and pay the price, but do not know that Chinese people negotiate when they shop and they do not know how to negotiate. Some students know how to say Happy New Year in Chinese, but they do not know what paper cutting is. Paper cutting is a common New Year decoration, which is similar to a Christmas tree at Christmas. Intercultural communicative competence is composed of two elements, communicative skills and intercultural competence. Only focusing on language skills will train learners to become language mechanics without the soul of the language. Learners do not only need to know what to say, but also why, when, and to whom they say it. Language educators should also emphasize respect for other cultures, bringing an open mind to new cultural products, practices and perspectives, having a positive attitude toward the mistakes of others when learning a language and a culture, being acutely aware of non-verbal cues in communication, and keeping their autonomy.

194 Most of the faculty members interviewed expressed that they did not prepare any cultural contents or intercultural communication before they taught novice level language classes. Cultural contents were spontaneously inspired during language instruction. Intercultural communication competence needs to be systematically increased through well thought out, well prepared and inspired intercultural communication instruction.

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219 APPENDIX A Interview Protocol-Interview Questions for Faculty Instructor’s Identification Code: _________________ Name: Gender: M F Degree: Title: Years of Chinese Language Teaching Experience: Training(s) in Teaching Second Languages: Yes No If yes, please name the training(s) and duration: The courses Taught from the fall, 2014 to fall, 2015 Academic Semester: Curricular Models (The Additive Model, Communicative Language Teaching Model, Intercultural Communicative Competence Model, American Council on the Teaching of Foreign Languages Standards, etc.) 1. What curricular model do you employ in your elementary Chinese classes? The Additive Model The Target Culture 2. Do you teach/talk about culture in your elementary Chinese language classes? Communicative Language Teaching Model Communicative Competence 3. Is developing communicative competence the most important objective in your elementary Chinese language classes? What other important objective(s) is/are in your elementary Chinese language classes? Learner-Centeredness 4. Do you think your class is more learner-centered or educator-centered? Why?

220 Authentic Texts 5. What textbook do you use? Does the textbook set contain as many authentic texts as you need? How often do you use authentic texts in your elementary classes including textbooks and other materials? Contexts 6. Do you use real life scenarios in teaching Chinese language? How do you set up a scenario? How often do you use real life scenarios? American Council on the Teaching of Foreign Languages Standards Cultural Perspectives 7. What are cultural perspectives you have taught in elementary classes? Please give some examples of how you have taught these perspectives. Cultural Practices 8. What are cultural practices you have taught in elementary classes? Please provide one or more examples of how you have taught these practices. Cultural Products 9. What are cultural products you have taught in elementary classes? Please give some examples of how you used those products in your teaching. Intercultural Communicative Competence Intercultural Competence 10. What role does intercultural competence play in your elementary Chinese language classes? 11. How much time do you devote to increasing your students’ intercultural competence in your language classes at the elementary level? Intercultural Sensitivity 12. How important do you think it is for students to have intercultural sensitivity? How do you emphasize the intercultural sensitivity in your classes?

221 Instructional Strategies (Portfolio, Online Discussions, Lecture, Semantic Mapping, Hands-on Activities, Field Trips, Ethnographic Interview, Culture Capsule, Culture Cluster, Culture Assimilator, Culture Mini-drama, Word Association, Collages Strategy, Artifact Study, etc.) 13. How do you introduce new Chinese cultural perspectives, practices, and products to your students? 14. What instructional strategy / strategies give you the best results in teaching intercultural competence in your language classes at the elementary level? Would you give an example? 15. What intercultural communication do you cover in elementary Chinese classes? Intercultural Competence 16. What are the characteristics of the student who possesses high intercultural competence in your elementary language classes? Emotional Resilience Emotional Resilience & Emotional Balance 17. Have students given you any feedback on their experience with meeting Chinese people? Would you give me an example of positive and negative feedback? How would you respond to the positive and negative feedback? Positive Attitude 18. What part of Chinese language learning do your students find challenging? 19. How do you help them with their challenging or upset learning experience? 20. How do you build your students’ confidence in learning Chinese language? 21. Some students are afraid of making language or cultural mistakes. How do you encourage them not afraid of making mistakes? If mistakes are made, what is the positive way to look at it? To learn from it? The Flexibility/Openness Cognitive Flexibility

222 22. What suggestions do you give your students in intercultural communication, especially in conflicting situations such as different perspectives, practices and products? Interpersonal Competence 23. What opportunities do you create for your students to meet or make Chinese friends? How do you accomplish this? 24. What cultural settings, activities, or events do you recommend that your students attend? The Third Culture Perspective 25. What parts of cultural perspectives, practices or products do your students think are interesting, mind opening, and even mind changing? The Perceptual Acuity Verbal Cues 26. What textbooks do you adopt for the elementary Chinese classes? 27. What language contents do you cover in the elementary Chinese classes? Nonverbal Cues 28. What Chinese non-verbal cues do you introduce to your students? (Such as gestures, facial expression, posturing, tone of voice, pace of speaking, etc.) 29. How do you introduce them (What instructional strategies do you employ)? Empathy 30. When your students are not agree with some Chinese perspectives and practices, what approaches do you use to help your students to better understand why Chinese people think or act in certain ways? (Instructional Strategies) The Personal Autonomy Personal Value System 31. How do you approach conflicting personal values in intercultural teaching? (Such as Chinese wedding customs, Taiwan issues, Tibet issues, etc.)

223 Sense of Identity 32. Do you recommend that your students adopt the maxim “When in Rome, do as Romans do,” or that they think as Romans think in intercultural communication? Why or why not? APPENDIX B Interview Protocol- Interview Questions for Students Student’s Identification Code: _________________ Name: Gender: M F Age: Degree in: Years of Learning Chinese Language: Have you taken any other foreign language or culture courses? If so, what language(s) and how long? Do you have any family members or friends from different nationalities? If so, are you related to the person(s)? How many and how often do you get in touch with the person(s)? Have you ever been to countries outside of your home country? If yes, where and how long? Who is your elementary Chinese instructor? Intercultural Competence 1. How have you attempted to gain intercultural competence? (Through Chinese courses you have taken? Through trips where you could experience Chinese culture? Through making friends with people from China? How have each of these or other experiences helped you in achieving a better sense of your own intercultural competence? ) Instructional Strategies

224 2. According to your experience, what are the most helpful instructional strategy/ strategies your instructor (s) have applied in the elementary Chinese classes you have taken to increase your intercultural competence? Emotional Resilience Emotional Resilience& Emotional Balance 3. What is your experience of meeting or making Chinese friends? 4. Have you tried any cultural products and/or cultural practices your instructor introduced to you? Do you like it/them? Why/Why not? 5. How did you handle uncomfortable feelings when you were with others different from your cultures or in unfamiliar settings? Positive Attitude 1. How have you dealt with the upsets and frustrations that you have experienced while learning Chinese language? Which part of Chinese language learning do you find especially challenging? How do you overcome those feelings? 2. Did you find the way your instructor built your confidence in learning Chinese language helpful? Why/Why not? 3. What language or cultural mistakes have you made so far? What did you do if you make a mistake? How do you rebuild your self-confidence? The Flexibility/Openness Cognitive Flexibility 4. How do you think through and handle differences and conflicts in intercultural communication? Interpersonal Competence 5. Have you been to any cultural settings that your instructor recommended you to attend, such as holiday celebrations, Chinese Corner\\Chinese Table, Chinese Conversation Club, Chinese

225 restaurants, traveling or studying in China? How do you like it? Why? How often do you go? Did you make some friends there? The Third Culture Perspective 6. What cultural perspectives, practices, or products has your instructor introduced that have enlightened you? The Perceptual Acuity Nonverbal Cues 7. What non-verbal cues did you learn from the elementary classes? (Such as gestures, posturing, facial expression, tone of voice, pace of speaking, etc.) Empathy 8. What cultural perspectives and practices did your instructor explain to you to help you better understand why Chinese people think or act in certain ways, even if you may not necessarily strongly agree or adopt the same ways of thinking or behaving? The Personal Autonomy Personal Value System 9. What personal values you have had, conflicted with Chinese cultural perspectives and practices? How has your experience in your Chinese class changed these values, beliefs, or your reactions to them? Sense of Identity 10. After your instructor explained Chinese cultural perspectives, practices, and products, will you adopt as your maxim: When in Rome think as the Romans think and do as the Romans do? Why or why not have you adopted that maxim?

226 APPENDIX C Consent to Participate in the Intercultural Competence Study for Faculty This consent form applies to: Name: ____________________ The following information is provided to inform you about the research on Intercultural Competence in Chinese language classrooms. Please feel free to ask any questions you may have about this study and the information given below. You will be given an opportunity to ask questions and have your questions answered before, during, and after your participation. Additionally, you will be given a copy of this consent form. 1. Purpose of the study. This study is being conducted by Li Cao, doctoral candidate in the Higher Education program of the Department of Educational Leadership at the University of Arkansas at Little Rock in order to study instructional strategies and curricular models in raising intercultural competence. This research may also develop the understanding of the characteristics of college students who have taken Chinese language courses with high intercultural competence. Your responses in the interview are confidential and only available to the researcher and the dissertation advisor. 2. Description of the procedures to be followed and approximate duration of the study This principal investigator will conduct a face-to-face interview approximately one hour in duration with you. The interview is designed to allow conversational two-way communication and the flexibility to discuss the issues related to the topic, and at the same time, focuses on the research objectives. You will be given the opportunity to review your written transcript; thus, you may confirm if the verbal answers given to the interview questions were accurately transcribed by the researcher. The researcher will email participants reminders of mailing transcripts for checking accuracy. Data collection will take place during the fall semester, 2015. The researcher will analyze the collected data with your name and your institution’s name encoded as pseudonyms. The major findings of the study will be emailed to you. Participation is voluntary and you are free to withdraw from the study at any time without penalty. If you decide to withdraw from the study, the researcher will ask your permission to use the collected data in the research. If you do not permit this, the researcher will destroy the collected data immediately. 3. Description of the discomforts, inconveniences, and/or risks that can be reasonably expected as a result of participation in this study. This study does not anticipate any discomforts, inconveniences, and/or risks as a result of participation in the study. 4. Description of how confidentiality will be assured and the limits to these assurances, if any. You are assured of confidentiality in this study. Your names will not appear in the oral or printed reports in this study or future publications. Letter and number codes will be assigned to you and it will follow the order in which you reply in agreement to be part of the study. The interviews will be developed, applied and transcribed by the researcher, who will also be responsible for the safety of the material involved in the data collection. All identifiable information about you along with your respective letter and number codes will be kept in a password-protected personal computer. All printed and audio material will be kept in a safely locked file cabinet separate from the coding information. Recorded interviews or parts of recorded interviews will not be played at conferences. The instruments used for data collection and the consent form will be retained for the three years past the life of the project and then destroyed.

227 5. Anticipated benefits resulting from this study. Academically, the findings will reveal the role of intercultural competence, the effective instructional strategies and curricular models in elementary Chinese language classes from both faculty and students standpoints. The findings may also reveal the characteristics of students with high intercultural competence. Faculty members will share the curricular models and instructional strategies they use to facilitate the development of intercultural competence. These findings may add to the body of knowledge in this field. Additionally, this information may help instructors and students with teaching and learning intercultural communication effectively. This research may also gain knowledge helpful in future studies. In gratitude for your time and effort devoted to the research, you will be offered with a $20 gift card after you answer a minimum of two thirds of the interview questions. 6. Alternative procedures. Phone interview is an alternative option if you are not available to meet face to face. 7. Contact information. If you have any questions about this study, please feel free to contact the persons below: Li Cao-Wilson (Principal Investigator) Dr. Gregory Barrett (Advisor) Department of Educational Leadership Department of Educational Leadership 2801 S. University Ave. 2801 S. University Ave. Little Rock, AR 72204-1099 Little Rock, AR 72204-1099 (870) 807 3150 (501) 944 8916 [email protected] [email protected] This study has been reviewed and approved by The University of Arkansas-Little Rock's Institutional Review Board (IRB). The IRB has determined that this study meets the ethical obligations required by federal law and University policies. If you have questions or concerns regarding this study please contact the Investigator or Advisor. If you have any questions regarding your rights as a research subject, please contact the Research Compliance Officer at 501-569-8657. 8. Your rights as a volunteer. Your participation in this study is completely voluntary and you may choose not to participate. You are free to withdraw from this study at any time with no penalty to you. Your responses will be confidential. If the results of this study are to be written for publication, no identifying information will be used. 9. Recording of Interviews. By signing this consent, you also agree to have your interview audio digitally recorded. Safety of material is explained in term number 4 above. STATEMENT BY PERSON AGREEING TO PARTICIPATE IN THIS PROJECT Please check both boxes, sign and write in today’s date. [ ] I have read this consent form, and all of my questions have been answered. I freely and voluntarily choose to participate in the research interview, and I understand that I will receive a signed copy of this form. [ ] The information contained in this consent form has been adequately explained to me. All my questions have been answered and I freely and voluntarily choose to participate. I understand that I may withdraw my consent at any time. ________________ _________________________________________________ Date Signature Consent obtained by (signature):________________________________________________ Print name and title: __________________________________________________________

228 APPENDIX D Consent to Participate in the Intercultural Competence Study for Students This consent form applies to: Name: ____________________ The following information is provided to inform you about the research on intercultural competence in Chinese language classrooms. Please feel free to ask any questions you may have about this study and the information given below. You will be given an opportunity to ask questions and have your questions answered before, during, and after your participation. Additionally, you will be given a copy of this consent form. 1. Purpose of the study. This study is being conducted by Li Cao, doctoral candidate in the Higher Education program of the Department of Educational Leadership at the University of Arkansas at Little Rock in order to study the effective instructional strategies and curricular models in raising intercultural competence. This research will also develop the understanding of the characteristics of college students who take Chinese language courses with high intercultural competence. Your responses in the interview are confidential and only available to the researcher and the dissertation adviser. 2. Description of the procedures to be followed and approximate duration of the study This principal investigator will conduct a face-to-face interview approximately one hour in duration with you. The interview is designed to allow conversational two-way communication and the flexibility to discuss the issues related to the topic, and at the same time, focuses on the research objectives. Prior to the beginning of student interviews, the researcher will conduct a 50-item pencil and paper questionnaire developed by Kelly and Meyers (1992). The Cross-Cultural Adaptability Inventory (CCAI) questionnaire was designed to gather data on intercultural competence and individuals usually take between 5 to 10 minutes to answer all items. You will be given the opportunity to review your written transcript; thus, you may confirm if the verbal answers given to the interview questions were accurately transcribed by the researcher. The researcher will email participants reminders of mailing transcripts for checking accuracy. Data collection will take place during the fall semester, 2015. The researcher will analyze the collected data with your name and institution’s name encoded as pseudonyms. The major findings of the study will be emailed to you. None of the courses taken by you will be identifiable in the presentation of the results. Participating in the study will not affect your course grade in any way. Participation is voluntary and you are free to withdraw from the study at any time without penalty. If you decide to withdraw from the study, the researcher will ask your permission to use the collected data in the research. If you do not permit this, the researcher will destroy the collected data immediately. 3. Description of the discomforts, inconveniences, and/or risks that can be reasonably expected as a result of participation in this study. This study does not anticipate any discomforts, inconveniences, and/or risks as a result of participation in the study. 4. Description of how confidentiality will be assured and the limits to these assurances, if any. You are assured of the confidentiality of the study. Your names will not appear in the oral or printed reports of the study or future publications. Letter and number codes will be assigned to you and it will follow the order in which you reply in agreement to be part of the study. The interviews will be developed, applied and transcribed by the researcher, who will also be responsible for the safety of the material involved in the data collection. All identifiable information on you along with your respective letter and number codes will be kept in a password-protected personal computer. All printed and audio material will be kept in a safely locked file cabinet separate from the coding

229 information. Recorded interviews or parts of recorded interviews will not be played at conferences. The instruments used for data collection and the consent form will be retained for the three years past the life of the project and then destroyed. 5. Anticipated benefits resulting from this study. Academically, the findings may reveal the role of intercultural competence, the effective instructional strategies and curricular models in elementary Chinese language classes from both faculty and student standpoints. During the study, you may reveal your intercultural competence through your responses to the CCAI and the qualitative questionnaire. The findings may also reveal the characteristics of students with high intercultural competence. Faculty members will share the curricular models and instructional strategies they use to facilitate the development of intercultural competence. These findings may add to the body of knowledge in this field. Additionally, this information may help instructors and students with teaching and learning intercultural communication effectively. The research may also gain knowledge which may help in future studies. 6. Alternative procedures. Phone interview is an alternative option if you are not available to meet face to face. 7. Contact information. If you have any questions about this study, you can contact the persons below: Li Cao (Investigator) Dr. Gregory Barrett (Advisor) Department of Educational Leadership Department of Educational Leadership 2801 S. University Ave. 2801 S. University Ave. Little Rock, AR 72204-1099 Little Rock, AR 72204-1099 (870) 807 3150 (501) 944 8916 [email protected] [email protected] This study has been reviewed and approved by The University of Arkansas-Little Rock's Institutional Review Board (IRB). The IRB has determined that this study meets the ethical obligations required by federal law and University policies. If you have questions or concerns regarding this study please contact the Investigator or Advisor. If you have any questions regarding your rights as a research subject, please contact the Research Compliance Officer at 501-569-8657. 8. Your rights as a volunteer. Your Participation in this study is completely voluntary, and you may choose not to participate. You are free to withdraw from this study at any time with no penalty to you. Your responses will be confidential. If the results of this study are to be written for publication, no identifying information will be used. 9. Recording of Interviews. By signing this consent, you also agree to have your interview audio digitally recorded. Safety of material is explained in term number 4 above. STATEMENT BY PERSON AGREEING TO PARTICIPATE IN THIS PROJECT Please check both boxes, sign and write in today’s date. [ ] I have read this consent form, and all of my questions have been answered. I freely and voluntarily choose to participate in the research interview, and I understand that I will receive a signed copy of this form. [ ] The information contained in this consent form has been adequately explained to me. All my questions have been answered and I freely and voluntarily choose to participate. I understand that I may withdraw my consent at any time. ________________ _________________________________________________ Date Signature Consent obtained by (signature):________________________________________________ Print name and title: __________________________________________________________

230 APPENDIX E ACTFL Guidelines Speaking Novice. Novice-level speakers can communicate short messages on highly predictable, everyday topics that affect them directly. They do so primarily through the use of isolated words and phrases that have been encountered, memorized, and recalled. Novice-level speakers may be difficult to understand even by the most sympathetic interlocutors accustomed to non- native speech. Novice High. Speakers at the Novice High sublevel are able to handle a variety of tasks pertaining to the Intermediate level, but are unable to sustain performance at that level. They are able to manage successfully a number of uncomplicated communicative tasks in straightforward social situations. Conversation is restricted to a few of the predictable topics necessary for survival in the target language culture, such as basic personal information, basic objects, and a limited number of activities, preferences, and immediate needs. Novice High speakers respond to simple, direct questions or requests for information. They are also able to ask a few formulaic questions. Novice High speakers are able to express personal meaning by relying heavily on learned phrases or a recombination of these and what they hear from their interlocutor. Their language consists primarily of short and sometimes incomplete sentences in the present, and may be hesitant or inaccurate. On the other hand, since their language often consists of expansions of learned material and stock phrases, they may sometimes sound surprisingly fluent and accurate. Pronunciation, vocabulary, and syntax may be strongly influenced by the first language. Frequent misunderstandings may arise but, with repetition or rephrasing, Novice High speakers

231 can generally be understood by sympathetic interlocutors used to non-natives. When called on to handle a variety of topics and perform functions pertaining to the Intermediate level, a Novice High speaker can sometimes respond in intelligible sentences, but will not be able to sustain sentence-level discourse. Novice Mid. Speakers at the Novice Mid sublevel communicate minimally by using a number of isolated words and memorized phrases limited by the particular context in which the language has been learned. When responding to direct questions, they may say only two or three words at a time or give an occasional stock answer. They pause frequently as they search for simple vocabulary or attempt to recycle their own and their interlocutor’s words. Novice Mid speakers may be understood with difficulty even by sympathetic interlocutors accustomed to dealing with non-natives. When called on to handle topics and perform functions associated with the Intermediate level, they frequently resort to repetition, words from their native language, or silence. Novice Low. Speakers at the Novice Low sublevel have no real functional ability and, because of their pronunciation, may be unintelligible. Given adequate time and familiar cues, they may be able to exchange greetings, give their identity, and name a number of familiar objects from their immediate environment. They are unable to perform functions or handle topics pertaining to the Intermediate level, and cannot, therefore, participate in a true conversational exchange. Writing Novice. Writers at the Novice level are characterized by the ability to produce lists and notes, primarily by writing words and phrases. They can provide limited formulaic information on simple forms and documents. These writers can reproduce practiced material to convey the

232 simplest messages. In addition, they can transcribe familiar words or phrases, copy letters of the alphabet or syllables of a syllabary, or reproduce basic characters with some accuracy. Novice High. Writers at the Novice High sublevel are able to meet limited basic practical writing needs using lists, short messages, postcards, and simple notes. They are able to express themselves within the context in which the language was learned, relying mainly on practiced material. Their writing is focused on common elements of daily life. Novice High writers are able to recombine learned vocabulary and structures to create simple sentences on very familiar topics, but are not able to sustain sentence-level writing all the time. Due to inadequate vocabulary and/or grammar, writing at this level may only partially communicate the intentions of the writer. Novice High writing is often comprehensible to natives used to the writing of non- natives, but gaps in comprehension may occur. Novice Mid. Writers at the Novice Mid sublevel can reproduce from memory a modest number of words and phrases in context. They can supply limited information on simple forms and documents, and other basic biographical information, such as names, numbers, and nationality. Novice Mid writers exhibit a high degree of accuracy when writing on well- practiced, familiar topics using limited formulaic language. With less familiar topics, there is a marked decrease in accuracy. Errors in spelling or in the representation of symbols may be frequent. There is little evidence of functional writing skills. At this level, the writing may be difficult to understand even by those accustomed to non-native writers.

233 Novice Low. Writers at the Novice Low sublevel are able to copy or transcribe familiar words or phrases, form letters in an alphabetic system and copy and produce isolated, basic strokes in languages that use syllabaries or characters. Given adequate time and familiar cues, they can reproduce from memory a very limited number of isolated words or familiar phrases, but errors are to be expected. Listening At the Novice level, listeners can understand key words, true aural cognates, and formulaic expressions that are highly contextualized and highly predictable, such as those found in introductions and basic courtesies. (ACTFL, 2012) Novice-level listeners understand words and phrases from simple questions, statements, and high-frequency commands. They typically require repetition, rephrasing and/or a slowed rate of speech for comprehension. They rely heavily on extra linguistic support to derive meaning. (ACTFL, 2012) Novice-level listeners are most accurate when they are able to recognize speech that they can anticipate. In this way, these listeners tend to recognize rather than truly comprehend. Their listening is largely dependent on factors other than the message itself. (ACTFL, 2012) Novice High. At the Novice High sublevel, listeners are often but not always able to understand information from sentence-length speech, one utterance at a time, in basic personal and social contexts where there is contextual or extra-linguistic support, though comprehension may often be very uneven. They are able to understand speech dealing with areas of practical need such as highly standardized messages, phrases, or instructions, if the vocabulary has been learned.