Enhancing Linguistic and Intercultural Communicative Competence Skills among EFL Learners in Timor through Genre-Based Modeling
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Abstract
This pilot study explores the effectiveness of the modeling stage within a genre-based teaching and learning cycle in developing linguistic and intercultural communicative competence (ICC) skills among EFL learners in Timor, Eastern Indonesia. The modeling stage involved direct instruction using a model text on an Indonesian cultural festival, followed by collaborative and individual writing exercises. Data were collected through observational field notes, student and teacher reflexive journals, and group writing samples. Thematic and textual analyses were employed, alongside triangulation, to validate findings. Results indicated that the modeling stage significantly enhanced students' linguistic and ICC skills, demonstrating the value of culturally responsive pedagogy in EFL contexts. The study suggests that integrating culturally relevant content with genre-based instruction can effectively foster academic skills and intercultural awareness among diverse learners.
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