Developing General Literacy Ability and Intercultural Sensitivity through English Literacy Instruction: Using Global Literature for Korean EFL Learners

Abstract

This study explored L2 literacy ability and intercultural sensitivity of Korean late elementary to early middle school students learning English as a foreign language. This study investigated the latent variable structure of L2 literacy abilities, including fluency, vocabulary, reading comprehension, and writing abilities, and intercultural sensitivity which involves interaction engagement, respect for cultural differences, interaction confidence, interaction enjoyment, and interaction attentiveness. It also examined the effects of reading global literature in literature-based instruction on overall L2 literacy ability and intercultural sensitivity development. The present study employed two different types of research design: a non-experimental, correlational design and a quasi-experimental research design. One hundred twenty-two 5th and 6th grade elementary students and one hundred forty 7th and 8th graders in middle school in Korea participated in this study. Among the 262 participants, 131 students from each grade were assigned to the treatment groups, and remaining 131 participants were in the control groups. The treatment group received 39 sessions of reading global literature in thirteen weeks; the control group did not receive any treatment in this study. Before and after the experiment period, all participants took pretests and posttests using the same instruments. Measurement instruments of this study consisted of two main parts: general literacy tests and the intercultural sensitivity scale. Instruments for this study measured text-level literacy development processes: fluency, vocabulary, reading comprehension, and writing. In addition, intercultural sensitivity was measured using with a 5-point Likert scale. The results of confirmatory factor analysis indicated one measurement model of L2 general literacy ability and intercultural sensitivity; these two latent factors are correlated with each other. In addition, four indicators of literacy ability (fluency, vocabulary, reading comprehension, and writing) were strong predictors of L2 learners' literacy achievement. Likewise, four indicators (interaction engagement, respect for cultural differences, interaction confidence, and interaction attentiveness) were highly correlated to intercultural sensitivity, but interaction enjoyment was not correlated to intercultural sensitivity. Therefore, interaction enjoyment was removed from the measurement model of literacy and intercultural sensitivity. This final model was used to analyze the post-test data across different groups, grade levels, and genders in order to find the effects of reading global literature. The latent mean analysis with the measurement model between literacy ability and intercultural sensitivity across control and treatment groups shows positive effects of reading global literature on L2 learners' development of literacy ability and intercultural sensitivity. The study results provided support for reading global literature as an effective and powerful instructional method to improve L2 learners' literacy ability and intercultural sensitivity. The students in the treatment group were more interculturally sensitive and outperformed the control group in L2 literacy achievement. In particular, there were some differences regarding intercultural sensitivity achievement for different grade levels, but there were no statistical differences between boys and girls in either their literacy ability or intercultural sensitivity development. The findings of this study have educational implications for teaching L2 with global literature to enhance L2 learners' intercultural sensitivity and literacy ability in their L2 learning.