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It also investigated whether demographic variables relate to teachers’ cultural intelligence (CQ). Results showed a significant CQ difference between students with and without overseas experience, and higher CQ among those able to speak languages beyond their mother tongue and English. No significant gender-related CQ difference emerged. Interview data indicated speaking tasks exposed participants to diverse cultural perspectives, practices, and products.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/in-house-efforts-to-enhance-pre-service-language-teachers-intercultural-competence-article-3/594150/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/in-house-efforts-to-enhance-pre-service-language-teachers-intercultural-competence-article-3/594150.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main purpose of the study?","Question",{"text":112,"@type":113},"To determine pre-service English language teachers’ impressions of how thematic speaking tasks affect the development of their intercultural competence in an online Spoken English course.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which factors were investigated alongside intercultural competence?",{"text":117,"@type":113},"The study also examined the influence of demographic variables on pre-service teachers’ cultural intelligence (CQ).",{"name":119,"@type":110,"acceptedAnswer":120},"What did interviews reveal about speaking tasks?",{"text":121,"@type":113},"Semi-structured interviews showed speaking tasks were effective in exposing pre-service teachers to varied cultural perspectives, practices, and products.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594150,1792161154,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Teacher Education  \n\n| Volume 48  Issue 6 | Article 3 |\n| --- | --- |\n| 2023\u003Cbr>In-house Efforts to Enhance Pre-Service Language Teachers’Intercultural Competence\u003Cbr>Nur Gedik Bal\u003Cbr>Social Sciences University of Ankara, Ankara\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Adult and Continuing Education Commons, Bilingual, Multilingual, and Multicultural Education Commons, Higher Education and Teaching Commons, Language and Literacy Education Commons, and the Online and Distance Education Commons |  |\n\nRecommended Citation  \nGedik Bal, N. (2023) . In-house Efforts to Enhance Pre-Service Language Teachers’ Intercultural Competence. Australian Journal of Teacher Education, 48(6) . [https://doi.org/10.14221/1835-517X.6077](https://doi.org/10.14221/1835-517X.6077)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol48/iss6/3](https://ro.ecu.edu.au/ajte/vol48/iss6/3)  \nIn-house Efforts to Enhance Pre-Service Language Teachers’ Intercultural  \nCompetence  \nNur Gedik-Bal  \nSocial Sciences University of Ankara, Ankara  \nAbstract: The goal of the current study was to ascertain pre-service English language teachers’ impressions ofthe impact ofthematic speaking tasks on the development of their intercultural competence inan online Spoken English course. Moreover, the effect of certain demographic variables on pre-service teachers’ cultural intelligence (CQ) was also investigated. The findings revealed a significant  \ndifference between the CQ ofstudents with and without overseas  \nexperience. Pre-service teachers who could speak languages other than their mother tongue and English had significantly higher CQ scores than students who could not speak other languages. However, there was not a significant difference between males' and females’overall CQ. The results showed an increase in CQ scores when the pre-and post-questionnaire averages were compared, but it was not statistically significant. Semi-structured interviews revealed speaking tasks were effective in exposing pre-service teachers to various  \ncultural perspectives,practices, and products.  \nKeywords: intercultural competence, cultural intelligence, pre-service teachers  \nIntroduction  \nMassive levels of forced and voluntary migration altered the demographic make-up of classrooms around the world (Goh, 2012) . Teachers must meet the requirements of students whose cultural ideas, attitudes, and behaviours diverge from those of the mainstream cultural majority (Gay & Kirkland, 2003; Goh, 2012; Keengwe, 2010; Santoro, 2014) . Not a single teacher enters the classroom with the purpose to spread hatred or to teach in a racist manner. It is not admirable when students form limited or myopic perspectives ofthe world. However, because the culturally diverse demographics of today's classrooms produce regular value conflicts, it is easy to accidentally offend or, at worst, prejudice students from cultural backgrounds other than our own (Goh, 2012, p.402) .  \nDespite the acknowledgement of the necessity for interculturally competent teachers, many educators still feel unprepared to interact with children from varied cultural and language backgrounds (Keengwe, 2010; Romijn, Slot, & Leseman, 2021) . This highlights the requirement of professional development that effectively equips in-service teachers with the tools they need to interact with these kids and their families while also preparing pre-service teachers for the pitfalls of diverse classrooms (Romijn, Slot, & Leseman, 2021, p.2) . Preservice teachers must learn how to implement efficient pedagogical design for intercultural education in language classes as they will have profound impact on students’ lives in the future and can act as catalysts for the advancement of peace and understanding between cultures.","cbCaifCLVZTmebVW","https://ap.wps.com/l/cbCaifCLVZTmebVW","pdf",434543,22,"English","# Abstract\n# Keywords\n# Introduction","[{\"question\":\"What was the main purpose of the study?\",\"answer\":\"To determine pre-service English language teachers’ impressions of how thematic speaking tasks affect the development of their intercultural competence in an online Spoken English course.\"},{\"question\":\"Which factors were investigated alongside intercultural competence?\",\"answer\":\"The study also examined the influence of demographic variables on pre-service teachers’ cultural intelligence (CQ).\"},{\"question\":\"What did interviews reveal about speaking tasks?\",\"answer\":\"Semi-structured interviews showed speaking tasks were effective in exposing pre-service teachers to varied cultural perspectives, practices, and products.\"}]","In-house Efforts to Enhance Pre-Service Language Teachers’ Intercultural Competence - Article 3 | PDF",1792078619,55]