Reconceptualizing Computerized Culturally-Based EFL Programs For Scholarship Students

Abstract

For decades, English Language teaching materials have been, to a certain extent, neglecting the learner's L1 culture. As computerized programs are often targeting  the largest segment of population possible, teaching materials and textbooks producers do not seem to put the learner's point of reference in focus, especially when it comes to monolingual providers.  Inter-language studies related to computerized EFL programs indicate learners develop hypotheses that do not always reflect the formal usage of the target language (TL). Learners’ hypotheses are based on a variety of input including L1 features, universal developmental patterns affected by overlapping programs, and TL idiosyncrasies not always obvious to monolingual teaching materials producers. Therefore, an attempt to incorporate all important aspects of the learner's L1must be emphasized.  Scholarship students must be exposed to L1 as well as TL culture as early as at the intermediate level, before moving abroad, to ensure Intercultural Competence  (ICC) and Cross-Cultural Competence  (CCC) and effective L2 acquisition and learning.