The Impact of Culture Teaching on EFL Classes and its Role to Enhance Global Citizenship: Case of Master Students at The University of Ain Temouchent

Abstract

During the past decades, culture-teaching and global citizenship nexus have captured the attention of many researchers in diverse areas of study. Motivated by the cultivation of a unified global society; the present research investigates the impact of infiltrating culture teaching into EFL classes to promote global citizenship. To explore this phenomenon, the present study relied on a mixed-methods approach where data were collected by employing different instruments including questionnaires, semi-structured interviews, recordings, and a Likert scale questionnaire, aiming to ensure the results’ credibility and authenticity; depending on a case study that involved mainly one hundred nineteen master’s students and six language teachers of Ain Temouchent University. Likewise, the gathered data were carefully examined both qualitatively and quantitatively to achieve the research purposes. The findings, firstly, illustrate that the integration of culture in EFL classes plays a vital role in the teaching-learning process. Secondly, they also reveal the necessity of the integration of global citizenship in EFL classes, and explore different elements that reinforce global citizenship. Thirdly, the results also uncover the challenges and hindrances faced by students and educators during the academic journey. In light of this, the present study approves that teaching culture does promote global citizenship and calls for more emphasis on culture related modules. Accordingly, this is a significant contribution to the literature related to cultural education and global citizenship Vis a Vis the learning-teaching context