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Trustworthiness and Transferability

Triangulation process in qualitative research provides a deeper understanding of the phenomena and paves the way for handling the data from different perspectives. There are four types of triangulation; methods triangulation, triangulation of sources, analyst triangulation and theory/ perspective triangulation (Denzin, 1978; Patton, 1999). Analyst triangulation method was used to employ the validity of the data in this research. This process is conducted by two academics from the Faculty of Education. 25 selected studies shared with each academic and their own themes and codes were taken into consideration. Suggestions about themes and codes of the data were evaluated and the consensus was reached (Creswell, 1998). Periodical help from the academics were received during the analysis to provide trustworthiness. Moreover, brief explanations about each theme and code were given in the result section to ensure transferability.

Results

This study aims to prepare a guide for EFL / ESL teachers to develop more effective practices to develop cultural awareness in their classrooms. There are 50 studies that included cultural and intercultural awareness in EFL classrooms in this meta-synthesis in order to meet this aim after applying the specified criteria stated in the previous section. In this section, themes and general information about the studies included in this meta-synthesis are given in a systematic way. Table 1 shows information such as authors, year, research design, research type, and keywords of the included studies about cultural and intercultural awareness in EFL classrooms.
Table 1

Aguilar	2008	Descriptive	Deductive Research	Intercultural Communicative Competence
Ahmed and Mohammed	2014	Quantitative	Survey	Teachers’ role in developing cultural awareness
Alptekin	2002	Descriptive	Deductive Research	The concept of ‘native speaker’
Altay	2005	Descriptive	Deductive Research	Cultural awareness
Angelova and Zhao	2014	Qualitative	Case Study	Computer technology and cultural awareness
Arcagok and Yılmaz	2020	Mixed- Method	Survey and Interview	Intercultural sensitivity of pre-service EFL teachers
Atasever Belli	2018	Quantitative	Survey	EFL students’ cultural awareness and attitudes
Baker	2009	Qualitative	Interview	Cultural globalization
Baker	2008	Descriptive	Deductive Research	Cultural awareness in Thailand
Baker	2012	Descriptive	Deductive Research	Key components of intercultural awareness
Baker	2015	Descriptive	Review	Research on cultural and intercultural awareness
Bayyurt	2006	Qualitative	Case Study	Non- native English language teachers’ cultural awareness
Bloom	2008	Qualitative	Case Study	Developing cultural awareness for students in service-learning
Borghetti	2013	Descriptive	Deductive Research	Integrating two models for ELT classrooms to develop intercultural awareness

Byram and Feng	2004	Descriptive	Review	Culture and language learning
Campos	2009	Descriptive	Deductive Reasoning	Activities to raise cultural awareness in ELT classroom
Çakır	2006	Descriptive	Deductive Reasoning	Cultural awareness
Dema and Moeller	2012	Descriptive	Deductive Reasoning	Teaching culture in EFL classrooms with digital sources
El- Hussari	2007	Qualitative	Case Study	Cultural awareness in Lebanese EFL classrooms
Escudero	2013	Quantitative	Experimental	Teaching intercultural awareness in EFL classrooms
Fay, Lytra and Ntavaliagkou	2010	Descriptive	Deductive Reasoning	Multicultural awareness in Greek schools
Galante	2014	Quantitative	Experimental	Developing intercultural sensitivity through digital sources in Canada
Genç and Bada	2005	Quantitative	Survey	Role of culture for students of EFL
Heliot and Young	2006	Quantitative	Experimental	Language and cultural awareness at primary level in France
Ho	2009	Descriptive	Review	Teaching and learning culture through EFL textbooks in Vietnam
Kim	2002	Descriptive	Review	Teaching culture in EFL classrooms and designing culture-based lessons
Kiss and Weninger	2017	Qualitative	Survey	Teaching culture through the use of visuals in multicultural EFL classroom
Knutson	2006	Descriptive	Deductive Reasoning	Learning and teaching culture in ESL / EFL classroom
Kramsch	2013	Descriptive	Deductive Reasoning	Changing the perspective of culture teaching in language learning
Lee	2015	Qualitative	Case Study	Race in intercultural communication in ESL classroom
Lenchuk and Ahmed	2014	Descriptive	Deductive Reasoning	Importance of teaching pragmatics in ESL cultural awareness
Liang	2014	Descriptive	Deductive Reasoning	Culture teaching in EFL classroom
Moecharam & Kartika Sari	2014	Quantitative	Experimental	Use of Literature in Indonesian EFL classes to raise awareness
Moeller & Nugent	2014	Descriptive	Review	Intercultural communication models and activities for EFL classroom
Monfared, Mozaheb & Shahiditabar	2016	Mixed Method	Survey	Teaching culture and culture in textbooks through the perspectives of teachers from multiple backgrounds
Nugent & Catalano	2015	Descriptive	Review	Critical cultural awareness
Önalan	2005	Mixed- Method	Survey, Interview	Turkish EFL teachers’ perspective and use of culture in tertiary level classes
Porto	2010	Descriptive	Deductive Reasoning	Culture, identity and classroom practices
Razı & Tekin	2017	Quantitative	Experimental	Intercultural competence perspectives of Turkish trainee teachers
Shahed	2013	Qualitative	İnterview	EFL teachers’ cultural sensitivity and awareness in Bangladesh
Su	2008	Mixed- Method	A questionnaire, written oral reports, interview	Cross-cultural awareness in Taiwanese EFL college classes
Svalberg	2007	Descriptive	Review	Language awareness
Toyoda	2016	Qualitative	Observation	Intercultural learning and awareness
Tsuda, Shigemitsu & Murata	2007	Qualitative	Interview	Intercultural communication between Japanese and American speakers, cultural awareness
Vourdanou	2017	Mixed- Method	The survey, interview, journals	Content and Language Integrated Learning, The use of literature and wikis in EFL classroom in Greece
Wu, Marek & Chen	2013	Qualitative	Critical Text Analysis	Computer-Mediated Communication, cultural awareness
Young & Sachdev	2011	Mixed- Method	Diary, Survey, Focus group interview	Intercultural communicative competence perspectives of English language teachers

There are two main themes that emerged as a result of the analysis of the studies about cultural and intercultural awareness. They were named as foundations and acquirements. Each theme has four codes. There are codes named as lesson components, interaction, the dynamic and personal connection under the theme called as foundations of cultural awareness. Furthermore, there are four codes named as conversational competency, cognitive competency, cultural competency, and global involvement coded under the theme called acquirements of cultural awareness. In this section, themes and codes that appeared as a result of the analysis are explained in a detailed way.