Enhancing intercultural communicative competence through a CLIL and PBL hybrid approach at tertiary educationa Costa Rican approximation

  1. Cubero Vasquez, Karol Viviana
Zuzendaria:
  1. Luisa María González Rodríguez Zuzendaria

Defentsa unibertsitatea: Universidad de Salamanca

Fecha de defensa: 2022(e)ko uztaila-(a)k 05

Epaimahaia:
  1. Carmen Toledano Buendía Presidentea
  2. Viorica Patea Birk Idazkaria
  3. Santiago Rodríguez Guerrero-Strachan Kidea

Mota: Tesia

Laburpena

This thesis explores the development of intercultural communicative intercultural communicative competence through CLIL and PBL hybrid approach at tertiary education in the Costa Rican context. The study describes a longitudinal pedagogical intervention where two language approaches were combined to mediate intercultural learning. The main aim was to explore the extent to which the implementation of a hybrid approach of CLIL and PBL principles could enhance intercultural communicative competence during two compulsory English courses at tertiary education. Participants were divided in two groups: the control group, which included 94 participants (n=94) and the experimental group, which included 124 (n=124). A mixed method approach with a quasi-experimental design was implemented during two academic semesters. After the interventions, results revealed that after exposing participants to systematic intercultural learning activities, tasks, and projects under a learning environment of hybrid teaching principles students’ intercultural communicative competence was fostered and this improved over time engaging learners in a meaningful learning process