A STUDY OF PRE-SERVICE ELT TEACHERS’ CULTURAL INTELLIGENCE AND ITS RELATIONSHIP WITH METACOGNITIVE, COGNITIVE, MOTIVATIONAL, AND BEHAVIORAL CULTURAL INTELLIGENCE

Authors

  • Aihemaituoheti Wujiabudula Uskudar University, Turkey
  • Çiğdem Karatepe Bursa Uludag University, Turkey

DOI:

https://doi.org/10.46827/ejals.v3i1.203

Keywords:

culture, cultural intelligence, pre-service ELT Teachers / İngilice eğitiminde kültür, İngilizce öğretmen adayları, kültürel zekâ

Abstract

This study aimed to examine different aspects of ELT teachers’ cultural intelligence, namely: “meta-cognitive”, “cognitive”, “motivational” and “behavioral” cultural intelligence. To this end, the current study aspired to examine a group of pre-service English teachers to measure their cultural intelligence. It also aimed to research the student teachers' cultural intelligence in terms of their gender, age, native tongue, their experience of traveling abroad, English proficiency, years of learning English, and finally, their grades. A total of 148 participants from various English language teaching departments participated in this study. A questionnaire was used to elicit the student teachers' cultural intelligence. The SPSS 24 software program was used to perform statistical analysis, and specifically, factor analysis, the tests of reliability and normality, correlation analysis, and non-parametric tests were conducted to determine and analyze the statistical results of this study. The findings suggested that, first of all, all student English teachers' overall degree of cultural intelligence was considerably higher than that of the average person (in Turkey). However, the student English teachers' cultural intelligence showed a statistically significant difference which related to their overseas experience, and to their proficiency in English. Moreover, the participants’ meta-cognitive intelligence showed statistical differences in terms of their age. However, cognitive, motivational, and behavioral intelligence and cultural intelligence showed no statistical difference due to age. As for the participants' proficiency, it was determined that metacognitive, motivational, behavioral, and cultural intelligence revealed statistically significant differences, whereas cognitive intelligence showed no statistically significant difference. The findings were discussed and implications for the future research were given along with limitations found in the study. Bu çalışma, İngilizce öğretmen adaylarının kültürel zekasını ve “meta-bilişsel”, “bilişsel”, “motivasyonel” ve “davranışsal” kültürel zekasını incelemeyi amaçlamıştır. Bu amaçla, bu çalışma bir grup İngilizce öğretmenini kültürel zekalarını ölçmek için incelemeyi amaçlamıştır. Ayrıca öğrenci öğretmenlerin kültürel zekasını cinsiyet, yaş, anadilleri, yurtdışına seyahat deneyimleri, İngilizce yeterlilikleri, İngilizce öğrenme süreleri ve son olarak ingilizce öğretmenl adaylarının şu anki sıfıları açısından araştırmayı amaçlamıştır. Bu çalışmaya çeşitli İngilizce öğretmenliği bölümlerinden toplam 148 katılımcı katılmıştır. Öğrenci öğretmenlerinin kültürel zekasını ortaya koymak için bir anket kullanılmıştır. Bu çalışmanın istatistiksel sonuçlarını belirlemek ve istatistiksel analiz yapmak amacıyla SPSS 24, özellikle faktör analizi, güvenilirlik ve normallik testi, korelasyon analizi ve parametrik olmayan testler kullanılmıştır. Bulgular, her şeyden önce, İngilizce öğrenci öğretmenlerinin kültürel zekâ derecesinin önemli ölçüde daha yüksek olduğunu göstermiştir. Ancak, İngilizce öğrenci öğretmenlerinin kültürel zekâsı, yurtdışı seyahat deneyimleri ve ELT öğretmen adaylarının İngilizce yeterlilikleriyle ilgili istatistiksel olarak anlamlı bir farklılık göstermiştir. Ayrıca, katılımcıların meta-bilişsel zekâları yaşlarına göre istatistiksel farklılıklar göstermiştir. Bununla birlikte, bilişsel, motivasyonel ve davranışsal kültürel zekâ katılımcıların yaşı açısından istatistiksel olarak anlamlı bir farklılık göstermemiştir. Katılımcıların İngilizce yeterliliğine gelince, üst bilişsel, motivasyonel, davranışsal ve kültürel zekanın önemli farklılıklar gösterdiğini, bilişsel zekanın istatistiksel olarak anlamlı bir fark göstermediğini gösterilmiştir. Çalışmada bulunan sınırlamalarla birlikte gelecekteki araştırmalar için tartışma ve çıkarımlar verilmiştir.

Author Biographies

  • Aihemaituoheti Wujiabudula, Uskudar University, Turkey
    Asst. Prof. Dr. Çiğdem Karatepe is Assistant Professor of English Language Department of English Language at University Bursa Uludağ University in the city of Bursa, Turkey. She graduated from the Middle East Technical University English Language Education in 1990. In 1991 she won a scholarship from the Turkish National Ministry of Education. Between 1991-1998, she completed her MA and PhD studies at the University of Liverpool in England. Her areas of interest are pragmatics, teaching speech acts, intercultural communication, intercultural sensitivity, cultural intelligence and language acquisition.
  • Çiğdem Karatepe, Bursa Uludag University, Turkey
    Aihemaituoheti Wujiabudula graduated from Xinjiang University of Finance and Economics, Department of English in 2011. In 2016, he completed his MSc. In Business Administration from Yildiz Technical University. He also gained MA degree in English Language Education from Uludag University in 2019. He has been working at Uskudar University, Department of Foreign Languages as an academic English instructor since 2019.

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Published

2020-09-04

Issue

Vol. 3 No. 1 (2020)

Section

Articles

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