References
- Alkindi, A. & Ahmad, I. S. (2020). EFL teachers’ code-switching in post lesson discussion: A window into English Supervision. International Journal of English Language Studies, 2(4), 60–72.
- Amerian, M., & Tajabadi, A. (2020). The role of culture in foreign language teaching textbooks: An evaluation of new headway series from an intercultural perspective. Intercultural Education, 31(6), 1–22. https://doi.org/10.1080/14675986.2020.1747291
- Baker, W. (2011). Intercultural awareness: Modelling an understanding of cultures in intercultural communication through English as a lingua franca. Language and Intercultural Communication, 11(3), 197–214. https://doi.org/10.1080/14708477.2011.577779
- Beamer, L. (1998). LA Silks: Negotiating to conduct business in China. Business communication. Business Communication Quarterly, 61(1), 56–83.
- Bennett, B. P. (2017). Sacred languages of the world: An introduction. John Wiley & Sons. John Wiley & Sons.
- Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevedon: Multilingual Matters.
- Byun, J. & Jung, K.(2019). A case study of college EFL learners’ A Case Study of College EFL Learners’ Perceptions toward Conference-based Flipped Learning Management The Journal of Studies in Language , 35(1), 7–21.
- Creswell, J. W., Clark, V. L. P., Gutmann, M. L. & Hanson, W. E. (2003). ADVANCED MIXED. Handbook of mixed methods in social & Handbook of Mixed Methods in Social & Behavioral Research, 209.
- Deygers, B.(2018). How institutional and interpersonal variables impact international L2 students’ language gains at university. System, 76, 91–102.
- Glogowski, S. T. (2020). Cultural diversity and identity discourses in the design and implementation of the New Zealand curriculum key competencies: A Bernsteinian analysis (doctoral dissertation. The University of Waikato).
- Griffith, M. B. (2012). Effective succession planning in nursing: A review of the literature. Journal of Nursing Management, 20(7), 900–911.
- Henderson, J. K. (2005). Language diversity in international management teams. International Studies of Management and Organization, 35(1), 66–82.
- Hummert, M. L. (2018). Intergenerational communication. In Language, Communication, and Intergroup Relations (pp. 130–161). Routledge.
- Jandt, F. E. (2017). An introduction to intercultural communication: Identities in a global community. Sage Publications.
- Lu, Y., Singhal, S., Strub, F., Courville, A., & Pietquin, O. (2020). Countering language drift with seeded iterated learning. In International Conference on Machine Learning (pp. 6437-6447). PMLR.
- Liu, J., & Fang, F. G. (2017). Perceptions, awareness and perceived effects of home culture on intercultural communication: Perspectives of university students in China. System, 67, 25-37.
- MacIntyre, P. D. & Gardner, R. C. (1991). Language anxiety: Its relationship to other anxieties and to processing in native and second languages. Language Learning, 41(4), 513–534.
- McLaren, P. (2015). Life in schools: An introduction to critical pedagogy in the foundations of education. Routledge.
- McMahan, H. B., Ramage, D., Talwar, K., & Zhang, L. (2017). Learning differentially private recurrent language models. arXiv preprint arXiv:1710.06963.
- Mustaffa, R., Aman, I., Seong, T. K., & Noor, N. M. (2011). Pedagogical Practices of English Language Lessons in Malaysian Primary Schools: A Discourse Analysis. Journal of Language Teaching & Research, 2(3).
- Mohamed, I. H. A., Idrus, F. & Rawash, F. M. (2017). Al-Qiyam Al-Islamiyyah and Its Impact on Muslim Communities ‘stability. Al-Shajarah. Journal of the International Institute of Islamic Thought and Civilization (ISTAC), 97–129.
- Nault, D. (2011). Using world literatures to promote intercultural competence in Asian EFL learners. From defining EIL competence to designing EIL learning. 118–131.
- Newton, J. (2016). Teaching English for intercultural spoken communication. English language teaching today: Linking theory and practice. 161–177.
- Ou, W. A. & Gu, M. M.(2020). Negotiating language use and norms in intercultural communication: Multilingual university students’ scaling practices in translocal space. Linguistics & Education, 57(100818).
- Özdemir, E. (2017). Promoting EFL learners’ intercultural communication effectiveness: A focus on Facebook. Computer Assisted Language Learning, 30(6), 510–528.
- Page, A. G. & Chahboun, S. (2019). Emerging empowerment of international students: How international student literature has shifted to include the students’ voices. Higher Education, (78), 871–885.
- Poort, I., Jansen, E. & Hofman, A. (2019). Intercultural group work in higher education: Costs and benefits from an expectancy-value theory perspective. Nternational Journal of Educational Research, 93, 218–231.
- Roiha, A., & Sommier, M. (2018). Viewing CLIL through the eyes of former pupils: Insights into foreign language and intercultural attitudes. Language and Intercultural Communication, 18(6), 631–647. https://doi.org/10.1080/14708477.2018.1465069
- Rose-Redwood, C. R. & Rose-Redwood, R. S. (2013). Self-segregation or global mixing? Social interactions and the international student experience. Journal of College Student Development, 54(4), 413–429.
- Sarwari, A. Q. & Abdul Wahab, M. N. (2017). Study of the relationship between intercultural sensitivity and intercultural communication competence among international postgraduate students: A case study at University Malaysia Pahang. Cogent social sciences. 3(1), 1310479.
- Sahdan, Z., Pain, R., & McEwan, C. (2022). Demonic Possession: Narratives of Domestic Abuse and Trauma in Malaysia. Transactions of the Institute of British Geographers, 47(2), 286-301. https://doi.org/10.1111/tran.12485
- Scovel, T. (1978). The effect of effect on foreign language learning: A review of the anxiety research. Language Learning, 28(1), 129–142.
- Spencer-Rodgers, J. & McGovern, T. (2002). Attitudes toward the culturally different: The role of intercultural communication barriers, affective responses, consensual stereotypes, and perceived threat. International Journal of Intercultural Relations, 26(6), 609–631.
- Strauss, P., U, A. & Young, S. (2011). ‘I know the type of people I work well with’: Student anxiety in multicultural group projects. Studies in Higher Education, 36(7), 815–829.
- Sybing, R. (2015). A framework for fostering accuracy in EFL oral communication activities. アカデミア. 文学·語学編= academia. Literature and Language, 97, 157–166.
- Tamam, E., & Abdullah, A. N. (2012). Influence of ethnic-related diversity experiences on intercultural sensitivity of students at a public university in Malaysia. Asia Pacific Education Review , 13, 519–528.
- Varner, I. & Beamer, L. (2005). International Communication in the Global Workplace. Levin: McGraw-Hill, 2–12.
- Xiong, T. & Qian, Y. (2012). Ideologies of English in a Chinese high school EFL textbook: A critical discourse analysis. Asia. Pacific Journal of Education, 32(1), 75–92.