A CASE OF MANIPULATING EFL LEARNERSâ€™ CROSS-CULTURAL UNDERSTANDING THROUGH VIDEOTAPED CONVERSATIONS AND ITS IMPACT TO SELF-REGULATED LEARNING
In the new global evolution of education, the importance of using digital media has become central issue for boosting learning effectiveness; however, less attention was weighted on its impact towards EFL learnersâ€™ learning in diversity context. This study seeks for describing learnersâ€™ cross-cultural understanding that rapidly evolves impact to learning through videotaped conversations. Sample of consisted of 13 students, taken using purposive sampling technique. The current study utilized the Motivated Strategies for Learning Questionnaire (MSLQ) developed by Pintrich et al., (1991) to point out learnersâ€™ self-regulated learning, and Mackinâ€™s (2006) five culture dimensions to determine their cross-cultural understanding. Having projected the learners to videotape their English conversations the results show that, the process the learners jointly take out of class accounts much for extending their engagement with the content beyond class projects, enhancing their mutual integration into new groups. The projects manipulated them to construct ideas, and more surprisingly challenged them to compete for best performances in every single English conversation. Overall, the results proved that boosting the foreign learnersâ€™ learning styles to get themselves away from selfishness, shyness intensively turn into a growth beyond mutual and meaningful interactions, where there is respect for diversity on the plane of cross-cultural understanding.
Keywords: Videotaped-Conversation, Cross-Cultural Understanding, Self-Regulated Learning
Copyright (c) 2018 Yakob Metboki, Erny S. N. Hambandima
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