Enhancing Cross-Cultural Communication Skills and Cultural Sensitivity in EFL Students: Integrating GeoGuessr and Problem-Based Learning

Introduction

In an era characterized by rapid globalization, the ability to communicate effectively across cultures has become paramount. English, serving as a global lingua franca, not only aids in bridging linguistic barriers but also necessitates an understanding and sensitivity towards diverse cultures, especially within the domain of English as a Foreign Language (EFL) instruction (Deardorff, 2020; Byram, 1997; Anderson & Barnett, 2011). This transformation in EFL instruction mirrors the broader educational shift towards fostering global citizenship, recognizing our interconnected world and the critical role of international awareness.

The rise of digital technologies has significantly influenced educational methodologies. GeoGuessr, a web-based geographic discovery game utilizing Google Street View, stands as an example of these innovations. In essence, GeoGuessr drops users into random locations worldwide, prompting them to deduce their whereabouts based on contextual clues. This platform offers a unique 'virtual immersion,' allowing users to engage with various cultures and locations, thus nurturing cultural familiarity and sensitivity.

In parallel, pedagogical strategies have evolved, with Problem-Based Learning (PBL) gaining traction in the EFL setting. PBL emphasizes student-led, real-world problem-solving, encouraging learners to apply their knowledge practically, diverging from traditional rote-learning methods (Vygotsky, 1978; Boctor, 2013; Norman, 2013; Hwang & Wu, 2012). The potential synergy between GeoGuessr and PBL offers a holistic, immersive learning environment, promoting active engagement and cultural competence.

China's ascent as a global leader emphasizes the need for effective English communication and cultural understanding. Hence, a pivot towards interactive, technology-augmented EFL instruction is evident among educators (Young et al., 2012; Shute et al., 2013; Dostál, 2015; Croucher, 2020). While promising, challenges remain in transitioning from the prevalent teacher-centric paradigm to a more interactive, student-focused approach. GeoGuessr and PBL can play a pivotal role in addressing these challenges by encouraging learners' active participation and intrinsic motivation.

However, despite the increasing emphasis on cultural sensitivity in EFL instruction, the fusion of innovative technologies like GeoGuessr and pedagogical strategies such as PBL remains largely uncharted, especially in the Chinese context. This research seeks to address this gap by exploring the following key questions:

• (a). How does integrating GeoGuessr and PBL influence cross-cultural communication skills and cultural sensitivity among EFL students in China compared to conventional teaching methods?

• (b). What are Chinese EFL students' experiences and perceptions when introduced to GeoGuessr and PBL in their communication lessons?

This study hypothesizes that the incorporation of GeoGuessr and PBL into EFL curricula will facilitate contextualized learning experiences that deepen cultural understanding and enhance communication strategies. Through a mixed-methods design, the research aims to provide comprehensive insights, potentially benefiting EFL educators and policymakers keen on integrating digital tools and modern pedagogies.

In conclusion, this research aspires to augment the discourse on the convergence of digital technology and innovative teaching methodologies in EFL, particularly focusing on the enhancement of cross-cultural communication. By evaluating GeoGuessr and PBL's efficacy within the Chinese EFL milieu, the study anticipates shedding light on how technology-fortified PBL can elevate cross-cultural communication skills and cultural acumen.

Literature Review

Over the past decade, the EFL instruction landscape has undergone transformative changes. The synergy of cultural understanding, digital innovation, and game-based learning has fundamentally altered the teaching dynamics and learning outcomes in EFL classrooms (Prensky, 2001; Roschelle & Pea, 2002; Skolnick & Puzo, 2002; Wang & Hannafin, 2005).