Using Foreign Films to Foster Pre-service Teachers' Intercultural Awareness in an EFL Context

Abstract

This chapter describes a case study in which 53 prospective teachers of English at university level completed an intercultural unit designed around films addressing cultural borders and identities in a ubiquitous learning environment. In a pre-test/post-test experiment design, students' intercultural competence (IC) was assessed through a rubric to estimate their development in three dimensions before and after intervention. Intercultural portfolios and a self-report questionnaire were also used to gather both quantitative and qualitative data that provided further evidence of IC development in nine sub-dimensions. The t-test analysis revealed statistically significant improvement in the dimensions studied and in students' global IC after intervention. The results confirmed the initial hypothesis that using foreign films within EFL contexts helps develop a high level of intercultural self-reflection and sensitivity in pre-service teachers and that these IC skills are likely to be transferred to their future teaching practice.