Revue Algérienne des Sciences du Langage
Volume 10, Numéro 2, Pages 640-655
2025-12-27
Bridging Cultures In The Classroom: Enhancing Algerian Efl Learners’ Intercultural Sensitivity Through Role-play
Authors : Haddaoui Soumia .
Abstract
This quasi-experimental study explores the impact of structured role-play activities on the development of intercultural sensitivity among Algerian EFL learners. The research was conducted with 50 first-year English students at Mohamed Lamine Debaghine Setif 2 University during the 2024 academic year, employing a pre-test/post-test control group design. The experimental group (n=26) participated in an eight-week intercultural role-play intervention, while the control group (n=24) received conventional oral expression instruction. Data were collected using the Intercultural Sensitivity Scale (ISS) and a post-intervention satisfaction scale. Results revealed statistically significant improvements in the experimental group’s ISS scores, from a pre-test mean of 84.6 to a post-test mean of 97.2 (p < .001), compared to negligible change in the control group. The most pronounced gains were observed in interaction engagement and confidence. Moreover, over 85% of the experimental participants reported greater cultural empathy, enhanced enjoyment, and improved learning outcomes. These findings support the effectiveness of experiential, culturally contextualized role-play in fostering the affective and behavioral dimensions of intercultural competence. Implications include the integration of role-play in EFL curricula, the promotion of intercultural training in teacher education, and the alignment of language instruction with global communication needs.
Keywords
intercultural sensitivity ; role-play ; quasi-experimental ; language teaching ; Algeria
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