References
Alfaro, C., & Quedada, R. L. (2014). International teacher professional development: Teacher reflections of authentic teaching and learning experiences. Internationalization of Teaching Education, 21(1), 47-60. https://doi.org/10.1080/10476210903466943
Andrews, D., & Lewis, M. (2007). Transforming practice from within: The power of the professional learning community. Professional learning communities: Divergence, depth and dilemmas, 132-147.
Arkoudis, S., Watty, K., Baik, C., Yu, X., Borland, H., Chang, S., Lang, I., Lang, J., & Pearce, A. (2013). Finding common ground: Enhancing interaction between domestic and international students in higher education. Teaching in Higher Education, 18(3), 222–235. https://doi.org/
10.1080/13562517.2012.719156
Bennett, J. M., & Bennett, M. J. (2004). Developing intercultural sensitivity: An integrative approach to global and domestic diversity. In D. Landis, J. Bennett & M. Bennett (Eds.), Handbook of intercultural training (3rd ed, pp. 147–165). Sage.
Bennett, Janet M. (2009). “Cultivating Intercultural Competence: A Process Perspective.” In The SAGE Handbook of Intercultural Competence, 121–140. Sage.
Biebricher, C., East, M., Howard, J., & Tolosa, C. (2019). Navigating intercultural language teaching in New Zealand classrooms. Cambridge Journal of Education, 49(5), 605-621. https://doi.org/10.1080/0305764X.2019.1581137
Byram, M. (1997). Teaching and assessing intercultural communicative competence (Clevedon, Multilingual Matters).
Byram, M., & Feng, A. (2004). Culture and language learning: Teaching, research and scholarship. Language Teaching, 37, 149–168. https://doi.org/10.1017/S0261444804002289
Byram, M., Gribkova, B., & Starkey, H. (2002). Developing the intercultural dimension in language teaching: A practical introduction for teachers. Language Policy Division, Directorate of School, Out-of-School and Higher Education, Council of Europe.
Byram, M., & Risager, K. (1999). Language teachers, politics and cultures. Multilingual Matters.
Chang, X., & Zhao, Y. (2012). An action research in college English teaching to raise students’ intercultural awareness. Foreign Language World (02), 27-34.
Cochran-Smith, M., & Lytle, S. L. (1999). Chapter 8: Relationships of knowledge and practice: Teacher learning in communities. Review of research in education, 24(1), 249-305. https://doi.org/10.3102/0091732X024001249
Cohen, L., Manion, L., & Morrison, K. (2018) Research methods in education (Eighth edition). New York: Routledge.
Creswell, J. W. & Plano Clark, V. L. (2011) Designing and Conducting Mixed Methods Research (second edition). Sage.
Cushner, K., & Mahon, J. (2009). Intercultural competence in teacher education. The SAGE handbook of intercultural competence, 304-320.
Deardorff, D.K. (2004). The identification and assessment of intercultural competence as a student outcomes of international education at institutions of higher education in the United States. North Carolina State University, Raleigh.
Deardorff, D.K. (2006). Identification and assessment of intercultural competence as a student outcomes of internationalization. Journal of Studies in International Education, 10, 241–266. https://doi.org/10.1177/1028315306287002
Deardorff, D. K. (2009). Exploring interculturally competent teaching in social sciences classrooms. Enhancing Learning in the Social Sciences, 2(1), 1-18. https://doi.org/10.11120/ elss.2009.02010002
Deardorff, D. K. (2011). Intercultural competence in foreign language classrooms: A framework
and implications for educators. In A. Witte & T. Harden (Eds.), Intercultural competence. Concepts, challenges, evaluations (pp.37-54). Frankfurt am Main, Germany: Peter Lang.
Derakhshan, A., Wang, Y. L., Wang, Y. X., & Ortega-Martín, J. L. (2023). Towards Innovative Research Approaches to Investigating the Role of Emotional Variables in Promoting Language Teachers’ and Learners’ Mental Health. International Journal of Mental Health Promotion, 25 (7): 823-832. doi:10.32604/ijmhp.2023.029877.
Derakhshan, A., & Fathi, J. (2023). Grit and foreign language enjoyment as predictors of EFL learners online engagement: The mediating role of online learning self efficacy. The Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-023-00745-x
Dimitrov, N., Dawson, D. L., Olsen, K., & Meadows, K. N. (2014). Developing the intercultural competence of graduate students. Canadian Journal of Higher Education, 44(3), 86.
Dimitrov, N., & Haque, A. (2016). Intercultural teaching competence: A multi- disciplinary model for instructor reflection. Intercultural education, 27(5), 437-456. https://doi.org/10.1080/1467
5986.2016.1240502
DuFour, R. (2004). What is a “professional learning community”?. Educational leadership, 61(8), 6-11.
Dufour, R., Eaker, R., & Karhanek, G. (2010). Raising the bar and closing the gap: Whatever it takes. Bloomington, IN: Solution Tree Press.
Echcharfy, M. (2019). Investigating intercultural teaching competence among Moroccan teachers in tertiary education. Asian TEFL: Journal of Language Teaching and Applied Linguistics, 4(2), 53-69.
Fantini, A. E. (2009). Assessing intercultural competence. The SAGE handbook of intercultural competence, 456-476.
Fu, J., & Wang, Y. (2022). Inspecting EFL Teachers’ Academic Literacy Development in Multilingual Contexts: A Global Vision. Heliyon, 8(12):1-6. http://doi.org/10.1016/j,hel iyon.2022.e12143.
Gao, Y., Zeng, G. Wang, Y., Klan, A. & Wang, X. (2022). Exploring educational planning, teacher beliefs, and teacher practices during the pandemic: A study of science and technology-based universities in China. Frontiers in Psychology, 13, 903244. https://doi.org/10.3389/ fpsyg.2022.903244.
Guo, Y. & Xu, J. (2015). An empirical study of the construction and effectiveness of a professional development community of college teachers in China. Foreign Language World (05), 79-87.
Guo, Y., & Xu, J. (2016). A Study on the influence of professional learning community on the development of foreign language teachers’ teaching ability. Journal of PLA University of Foreign Languages (01),104-112.
Guo, Y., Wang, Y., & Ortega-Martín, J. (2023). The impact of blended learning-based scaffolding techniques on learners’ self-efficacy and willingness to communicate. Porta Linguarum, 40(2): 253-273. doi: https://doi.org/10.30827/portalin.vi40.27061
Hord, S. M. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Austin, Texas: Southwest Educational Development Laboratory.
Hord, S. M., & Hirsh, S. A. (2008). Making the promise a reality. In A. Blankstein, P. D. Houston, & R. W. Cole (Eds.). Sustaining professional learning communities. Corwin Press.
Huang, X., Zhang, M. & Lv, J. (2019). Building cross-culture teacher community of practice: based on UK-China mathematics teacher exchange program. Research in Education Development, 38(10), 60-65.
Irimia, M. L. (2012). Developing the intercultural dimension in language teaching. International Journal of Communication Research, 2(4), 325.
King, M. B., & Newmann, F. M. (2001). Building school capacity through professional development: Conceptual and empirical considerations. International Journal of Educational Management. https://doi.org/10.1108/09513540110383818
Koellner-Clark, K., & Borko, H. (2004). Establishing a Professional Learning Community among Middle School Mathematics Teachers. International Group for the Psychology of Mathematics Education, (2): 223-230.
Liao, H., & Li, L. (2017). A mixed methods evaluation of college English writing: a case study in China. The Asia-Pacific Education Researcher, 26(6), 383-396. doi: 10.1007/s40299-017-03
57-y
Liao, H., & Li, Y. (2020). Intercultural teaching approaches and practices of Chinese teachers in English education: An exploratory mixed methods study. Language Teaching Research,00(0),1-32. https://doi.org/10.1177/1362168820971467
Liddicoat, A. J. (2002). Static and dynamic views of culture and intercultural language acquisition. Babel, 36(3), 4-11, 37.
Liddicoat, A. J. (2004). Intercultural language teaching: Principles for practice. New Zealand Language Teachers, (30), 17-24.
Lincoln, Y. S. and Guba, E. (1985) Naturalistic Inquiry. Beverly Hills, CA: Sage.
Little, J. W. (2002). Locating learning in teachers’ communities of practice: Opening up problems of analysis in records of everyday work. Teaching and Teacher Education, (2): 917-946. https://doi.org/10.1016/S0742-051X(02)00052-5
Marshall, C., & Rossman, G. B. (1995). Designing qualitative research (2nd ed.).Sage.
Maxwell, J. A. (1992) Understanding and validity in qualitative research. Harvard Educational Review, 62 (3), pp. 279–300. https://doi.org/10.17763/haer.62.3.8323320856251826
McLaughlin, M. W., & Talbert, J. E. (1993). Contexts that matter for teaching and learning: Strategic opportunities for meeting the nation’s education goals. Palo Alto, CA: Center for Research on the Context of Secondary Schools.
McLaughlin, M. W., & Talbert, J. E. (2006). Building school-based teacher learning communities: Professional strategies to improve student achievement (Vol. 45). Teachers College Press.
Newmann, F. M. (1996). Authentic achievement: Restructuring schools for intellectual quality. San Francisco: Jossey Bass Publishers.
Okken, G. J., Jansen, E. P. W. A., Hofman, W. H. A., & Coelen, R. J. (2022). The relationship between intercultural teaching competence and school and classroom level characteristics. Intercultural Education, 33(2), 193-210. https://doi.org/10.1080/14675986.20
22.2031904
Pajak-Wazna, E. (2013). Teachers’ intercultural competence and teacher education: A case of Poland. European Scientific Journal, 1(2), 318–322.
Pareja Roblin, N., & Margalef, L. (2013). Learning from dilemmas: teacher professional development through collaborative action and reflection. Teachers and Teaching, 19(1), 18-32. https://doi.org/10.1080/13540602.2013.744196
Patton, M. Q. (2002) Qualitative Research and Evaluation Methods (third edition). Sage.
Peng, R., Fu, R., & Wu, W. (2020). Exploring a theoretical model and a practical model for intercultural foreign language teaching in the New Era. Foreign Language World (04), 45-53.
Sercu, L. (2006). The foreign language and intercultural competence teacher: The acquisition of a new professional identity. Intercultural education, 17(1), 55-72. https://doi.org/10.1080/ 14675980500502321
Shen, X., Hao, C., & Peng, J. (2022). Promoting EFL learners’ willingness to communicate through transmediation in a digital storytelling workshop. Journal of Multilingual and Multicultural Development, 1–18.
Shi, Y., & Fan, W. (2016). Construction of college English Teachers’ Intercultural Teaching Competence Scale. Journal of College Foreign Language Teaching Research, (00), 115-123+188-189.
Shulman, L.S. (1997). Professional development: Learning from experience. In B.S. Kogan (ed), Common schools: Uncommon futures: A working consensus for school renewal. New York: Teachers College Press.
Skerrett, A. (2010). “There's going to be community. There's going to be knowledge”: Designs for learning in a standardised age. Teaching and teacher education, 26(3), 648-655. https:// doi.org/10.1016/j.tate.2009.09.017
Sinicrope, C., Norris, J., & Watanabe, Y. (2007). Understanding and assessing intercultural competence: A summary of theory, research, and practice (technical report for the foreign language program evaluation project). Second Language Studies, 26(1), 1-58.
Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of educational change, 7(4), 221-258. https://doi.org/10.1007/s10833-006-0001-8
Teddlie, C., & Tashakkori, A. (2009) Foundations of Mixed Methods Research. Sage.
Tillema, H., & van der Westhuizen, G. J. (2006). Knowledge construction in collaborative enquiry among teachers. Teachers and Teaching: theory and practice, 12(1), 51-67. https://doi.org/10.
1080/13450600500365403
Van Es, E. A. (2012). Examining the development of a teacher learning community: The case of a video club. Teaching and teacher education, 28(2), 182-192. https://doi.org/10.1016/j.tate.2 011.09.005
Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and teacher education, 24(1), 80-91. https://doi.org/10.1016/j.tate.2007.01.004
Vogt, K. (2016). Teaching practice abroad for developing intercultural competence in foreign language teachers. Canadian Journal of Applied Linguistics, 19(2), 85-106.
Wang, T. (2016). School leadership and professional learning community: Case study of two senior high schools in Northeast China. Asia pacific journal of education, 36(2), 202-216. https://doi.org/10.1080/02188791.2016.1148849
Wang, Y. A. & Kulich, S. J. (2015). Does context count? Developing and assessing intercultural competence through an interview-and model-based domestic course design in China. International Journal of Intercultural Relations, 48, 38-57. https://doi.org/10.1016/j.ij
intrel.2015.03.013
Wang, Y. (2023). Probing into the boredom of online instruction among Chinese English language teachers during the Covid-19 pandemic. Current Psychology, 43(1):1-15. https://doi.org/ 10.1007/s12144-022-04223-3.
Wang, Y., & Derakhshan, A. (2023). Enhancing Chinese and Iranian EFL students’ willingness to attend classes: The role of teacher confirmation and caring. Porta Linguarum, 39(1):165-192. http://doi.org/10.30827/portalin.vi39.23625.
Wang, Y., Derakhshan, A., & Azari Noughabi, M. (2022a). The interplay of EFL teachers’ immunity, work engagement, and psychological well-being: Evidence from four Asian countries. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2022.2092625.
Wang, Y., Derakhshan, A., & Rahimpour, H. (2022b). Developing resilience among Chinese and Iranian EFL teachers: A multi-dimensional cross-cultural study. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2022.2042540.
Wang, Y., & Hemchua, S. (2022). Can we learn about culture by EFL textbook images?: A semiotic approach perspective. Language Related Research, 13(3):479-499. https://doi.org/ 10.29252/LRR.13.3.18.
Wang, Y., Derakhshan, A., Pan, Z., & Ghiasvand, F. (2023a). Chinese EFL Teachers’ Writing Assessment Feedback Literacy: A Scale Development and Validation Study. Assessing Writing, 56: 1-16. https://doi.org/10.1016/j.asw.2023.100726.
Wang, Y. L., Wang, Y. X., Pan, Z. W. & Ortega-Martín, J. L. (2023b). The Predicting Role of EFL Students’ Achievement Emotions and Technological Self-efficacy in Their Technology Acceptance. The Asia-Pacific Education Researcher, doi: 10.1007/s40299-023-00750-0.
Wang, Y., Pan, Z. W., & Wang, M. Z. (2023c). The moderating effect of participation in online learning on EFL teachers’ teaching ability. Heliyon, 9(3)e13890: 1-12. https:// doi.org/10. 1016/j.heliyon.2023.e13890.
Wen, Q. (2017) A theoretical framework for developing a professional learning community of university foreign language teachers. Journal of Foreign Language Teaching Theory and Practice (03), 1-9.
Wen, Q., & Ren, Q. (2011). A new interactive model for tertiary EFL teacher education in China. Modern Foreign Languages(1), 83-90.
Zellermayer, M & E. Tabak, (2006). “Knowledge construction in a teachers’ community of enquiry: A possible road map”. Teachers and Teaching: Theory and Practice 12(1):33-49. https://doi.org/10.1080/13450600500364562
Zhang, H. (2007). Intercultural foreign language teaching and learning. Shanghai: Shanghai Foreign Language Education Press.
Zhang, H., & Wen, Q. (2020). The impact of a professional learning community on the development of university teachers instructing different foreign languages. Foreign Language World (2), 27-34.
Zhang, H., Yu, Y., & Shen, X. (2018) Contests as an intercultural competence assessment method: A case study of the SFLEP Shanghai Intercultural Competence Contest. Foreign Language World, (1), 52-67.
Zheng, X. (2019). A literature review of the research on intercultural language teachers at home and abroad. Foreign Language World, (04), 85-93.
Zhi, R., & Wang, Y. L. (2023). English as a Foreign Language Teachers’ Professional Success, Loving Pedagogy and Creativity: A Structural Equation Modeling Approach. Thinking Skills and Creativity, https://doi.org/10.1016/j.tsc.2023.101370.