Abstract

This study aimed to explore the effects of a pedagogical intervention involving the combined application of rubrics and exemplars, as Self-Regulated Learning (SRL) support tools, on student’s development of the Evaluative Judgement (EJ) of Intercultural Competence (IC). A group of students from the General Required Courses department of a Saudi college participated in a quasi-experimental study involving the administration of an English writing module as part of an intensive English course. Coursework was designed based on Byram’s multidimensional IC model, guided by Liddicoat’s pathway model for IC development, framed within Panadero & Broadbent’s EJ framework, and mapped on Zimmerman’s Self-Reflection Phase (SRP) of the self-regulatory process. A mixed-method design was adopted to gain insights on the learning processes the students went through as well as their perceptions of and attitudes towards the learning experience. The results indicated a variety of SRP strategies at work and provided evidence for the positive effects of rubrics and exemplars on the enhancement of students’ EJ of IC. The results revealed several spheres where SRL, EJ, and IC relate and align to support students’ development and practice of sustainable skills that allow them to take control of their own learning and adapt in ever-changing environments.

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