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oai:gredos.usal.es:10366/1508592025-05-19T12:28:57Zcom_10366_4756com_10366_4746com_10366_3823com_10366_4414com_10366_4395com_10366_3946com_10366_141077com_10366_123103col_10366_68521col_10366_4422col_10366_143101

Cubero Vásquez, Karol Viviana González Rodríguez, Luisa María Tesis y disertaciones académicas Universidad de Salamanca (España) Tesis Doctoral Academic dissertations Interculturalidad Competencia comunicativa Aprendizaje intercultural Inglés (Lengua) PBL CLIL [EN]This thesis explores the development of intercultural communicative intercultural communicative competence through CLIL and PBL hybrid approach at tertiary education in the Costa Rican context. The study describes a pedagogical intervention where two language approaches were combined to mediate intercultural learning. The main aim was to explore the extent to which the implementation of a hybrid approach of CLIL and PBL principles could enhance FL intercultural communicative competence during two compulsory English courses at tertiary education. Evidence and data was sought through longitudinal intervention experiments for two academic semesters. Participants were divided in two groups: the control group, which included 94 participants (n=94) and the experimental group, which included 124 (n=124). A mixed method approach with a quasi-experimental design was implemented during two academic semesters in Integrated English courses offered at Universidad Nacional: Sede Regional Chorotega. Different data collection instruments were used to gather information: questionnaires, Likert scales, formative quiz, and journal entries. Quantitative data analysis was processed through statistical methods such as descriptive statistics and inferential statistics. The quantitative data gathered were analyzed using the SPSS (Statistical Package for the Social Science), while the qualitative data were analyzed using a content thematic analysis with the program (Nvivo) and through scrutinizing the collected sources of information from participants. The results from both groups were compared to determine the efficacy of the hybrid method used in contrast to traditional FL methods. Findings and results of this study revealed that the experimental group students had a much more positive perception of the inclusion of intercultural matters and their perspectives, which supported the hypothesis that a hybrid approach of principles from CLIL and PBL is effective to foster and mediate the ICC component in the foreign language classroom. After the interventions, results revealed that –after exposing participants to systematic intercultural learning activities, tasks, and projects under a learning environment of hybrid teaching principles– students’ intercultural communicative competence was fostered and this improved over time engaging learners in a meaningful and dynamic FL process. The experimental group students was observed to have a higher impact on the intercultural dimension of knowledge during the intervention I and on attitude during intervention II. The hybrid method of teaching principles was highly favored on the category of satisfaction reporting an overall positive perception of the integration of the intercultural component through the method’s varied learning activities, contextualized content, material, and resources used in the context of remote learning. These supportive aspects around the study highlight the relevance of the method used to provide learners with a multivariant approach to enhance their FL process at tertiary education where the target language was used to promote learning and personal growth. This study recommends further a systematic inclusion, development and implementation of the intercultural component through hybrid methodologies that use varied tasks and material and holistically put the learner at the center of the learning process. 2022-10-24 2022-10-24 2022 info:eu-repo/semantics/doctoralThesis http://hdl.handle.net/10366/150859 10.14201/gredos.150859 eng http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess Attribution-NonCommercial-NoDerivatives 4.0 Internacional