Development a Teaching Model Through Task-Driven for Enhancing Cultural Understanding Ability of Undergraduate Students
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Abstract
This study aimed to develop a task-driven teaching model for improving cultural understanding among college students and evaluate the effectiveness of the model. There were four steps in the research process: 1) research basic data; 2) create a teaching model to enhance students’ cultural understanding, completed through 8 teaching contents; 3) implement the teaching model; and 4) evaluate and improve the teaching model to determine its effectiveness. To conduct the experiment, a quasi-experimental design is used. The data collected used a holistic scoring rubric. The research results were found as follows:
1. The task-driven teaching model based on constructivism theory and activity theory was effective in improving the cultural understanding abilities of undergraduate students.
2. The effectiveness of the teaching model found that through task-driven teaching, students’ cultural understanding, including knowledge, skills, attitudes, cultural awareness, cultural sensitivity, and cultural values, was significantly higher than before the teaching model implementation (p<.01).
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