The role of intercultural communicative competence in the acquisition of English as an Additional Language for Arab Learners: A hermeneutic phenomenological study

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dc.contributor.advisorPirbhai-Illich, Fatima
dc.contributor.authorAbushagur, Aida Mohamed
dc.contributor.committeememberBoutouchent, Fadila
dc.contributor.committeememberMassing, Christine
dc.contributor.committeememberMudde, Anna
dc.contributor.externalexaminerFleming, Douglas
dc.date.accessioned2023-07-17T15:34:04Z
dc.date.available2023-07-17T15:34:04Z
dc.date.issued2023-03
dc.descriptionA Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Education, University of Regina. xiv, 217 p.en_US
dc.description.abstractThis hermeneutic phenomenological study examines Arab female newcomers’ lived experiences in an English as an Additional Language (EAL) program and their acquisition of intercultural communicative competence. Two in-depth semi structured interviews were conducted with seven students enrolled in the Language Instruction for Newcomers to Canada (LINC) program to reveal the challenges that face EAL learners that make it difficult for them using the language effectively in real life situations. In addition, I used journaling as another source of data to review my personal biases and to develop a new projection of meaning. Thematic analysis was utilized to find patterns of the participants’ lived experiences. Themes were identified and combined into three major thematic groups, where each of these groups of data answered one research question. The findings of this study revealed several issues including the meaning the students attach to themselves as EAL learners and their perceptions of cultural information of the host country, that intercultural communicative competence is an important and necessary component of language that is difficult to separate from language learning and, that a lack of cultural knowledge impacts the learning process negatively which in turn leads to isolation and loneliness that prohibits learners to actively communicate in real life situations. These findings have the potential to assist educators and stakeholders to reassess the content and pedagogies used in EAL programs that address the challenges that learners of English face inside and outside the classroom.en_US
dc.description.authorstatusStudenten
dc.description.peerreviewyesen
dc.identifier.tcnumberTC-SRU-16012
dc.identifier.thesisurlhttps://ourspace.uregina.ca/bitstream/handle/10294/16012/Abushagur%2cAida_PhD_EDUC_Thesis_2023Spring.pdf
dc.identifier.urihttps://hdl.handle.net/10294/16012
dc.language.isoenen_US
dc.publisherFaculty of Graduate Studies and Research, University of Reginaen_US
dc.titleThe role of intercultural communicative competence in the acquisition of English as an Additional Language for Arab Learners: A hermeneutic phenomenological studyen_US
dc.typeThesisen_US
thesis.degree.departmentFaculty of Educationen_US
thesis.degree.disciplineEducationen_US
thesis.degree.grantorUniversity of Reginaen
thesis.degree.levelDoctoralen
thesis.degree.nameDoctor of Philosophy (PhD)en_US
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