PROMOTING INTERCULTURAL COMPETENCE USING DIFFERENT VERSIONS OF CINDERELLA STORIES FOR UPPER SECONDARY SCHOOL LEARNERS​​

Abstract

The purpose of this study was; 1) to investigate how the use of different versions of Cinderella stories can improve learners' IC, and 2) To explore the learners’ opinions toward implementing Cinderella stories from various countries. A mixed-methods research design was used to collect and analyze quantitative and qualitative data to examine the effects of using Cinderella stories in the classroom. The participants in this study were Thai grade 10 learners in a secondary school in the central region of Thailand. The instruments used in this study included seven different Cinderella stories, lesson plans, an IC assessment questionnaire, and a reflection paper. The RQ1 results showed that using Cinderella stories positively impacted learners' IC. Of the four components of IC (knowledge, attitude, skills, and awareness), the knowledge aspect showed the most significant improvement, followed by skills, awareness, and attitudes. In addition, learners showed greater understanding of different cultures, positive attitudes toward cultural differences, learned from the characters' actions, developed compassion through the learning activities, became more sensitive to forms of social discrimination, and gained an open-minded perspective. The RQ2 results showed that the learners were positive about implementing Cinderella stories from various cultures. The top three versions that helped them improve IC the most as follows: The Jouanah: A Hmong Cinderella version, the Mufaro’s Beautiful Daughters: An African Tale, and the Persian Cinderella version. Moreover, the learners felt that Cinderella stories helped them increase their language ability, improve their learning skills, become team players, and better understand Cinderella from diverse cultures.

-