Language, culture, connection: The medium of instruction and intercultural communicative competence
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Abstract
English medium instruction (EMI) is becoming widespread day by day, especially among non-native English speakers. Moreover, Partial English Medium Instruction (PEMI) is gaining popularity due to some factors. Thus, investigating the intercultural structures of these programs is crucial. In this respect, this study, which is a quantitative one, seeks answers to uncover the relationship between tertiary-level students’ intercultural communication skills and the type of medium of instruction they get. In addition, the relationship between learners’ self-perceived language proficiency levels and their Intercultural Communicative Competence (ICC) is examined. Moreover, this study investigates the relationship between students’ language learning mindsets and intercultural communication skills. The findings of the study reveal that there are significant relationships between ICCs and type of instruction. Students in EMI programs develop higher levels of attitudes, intercultural communication, and cognitive skills. In addition, Turkish Medium Instruction (TMI) students obtain higher levels of entity mindsets, which might influence their enrollment preferences.
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