Volume 8, Issue 3 (9-2025)                   JSAL 2025, 8(3): 0-0 | Back to browse issues page

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Ghorbani V, Rahimi A. (2025). Investigating Various Methods of Intercultural Teaching Within the Iranian Educational System: A Qualitative Survey. JSAL. 8(3),
URL: http://jsal.ierf.ir/article-1-170-en.html
Investigating Various Methods of Intercultural Teaching Within the Iranian Educational System: A Qualitative Survey
Vahid Ghorbani *1, Ali Rahimi2
1- arak university , s39611171003@phd.araku.ac.ir
2- International Agriculture University, Tashkent, Uzbekistan
Abstract:   (459 Views)
Undoubtedly, intercultural communication is a common topic in today’s world and it is vital to know how to teach it in our English classes. Thus, this paper tried to fill this gap by considering various tools for teaching intercultural communication in Iran. The researchers selected 150 language teachers for the current study through a convenience sampling procedure in a qualitative design. The researchers used interviews and observation to collect the required data and also used inductive content analysis and thematic analysis to analyze data in detail. The results showed that traditional methods could be used for teaching intercultural communication if they are used along with role play, discussion, and other communicative tasks. Also, teachers could make use of experiential teaching, project teaching, and cooperative and task-based teaching to teach intercultural issues in language classrooms. In the meantime, the results showed that group work pair work and the use of multimedia could be an effective tool in teaching intercultural communication. This study is of high importance for language teachers, book writers, and intercultural experts as they could use the findings of the paper in their teaching methods, books, and training sessions respectively.

 
Keywords: Intercultural Teaching, Iran’s Context, Communicative Methods, Traditional Methods, Communicative Tasks
     
Type of Study: Research | Subject: Discourse Analysis
Received: 2025/02/10 | Accepted: 2025/03/23 | Published: 2025/09/1
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