Crafting an ESL global competence framework: A fuzzy Delphi analysis of skills and dispositions

Abstract

In an increasingly interconnected world, fostering global competence, particularly among students in English as a Second Language (ESL) education, is essential. This research aims to identify key indicators representing the constructs and domains for global competence development specifically tailored to ESL settings, utilizing the Fuzzy Delphi Method (FDM) to achieve expert consensus. The focus lies on the domains of skills and dispositions, which are critical for creating a robust ESL Global Competence Framework. The FDM is a systematic iterative process that reduces uncertainty in reaching a consensus among experts, integrating both quantitative and qualitative data. Eleven experts with diverse backgrounds participated in the research, providing their insights via a structured survey. Analysis revealed that out of thirty-eight original indicators proposed for the framework, thirty-seven achieved a consensus value above 75%, maintaining an acceptable threshold (d) ≤ 0.2 and a fuzzy score α-cut value of ≥ 0.5. Notably, three indicators were excluded based on expert feedback. Ultimately, thirty-four indicators were deemed significant for inclusion in the ESL Global Competence Framework. These findings highlight the necessity of explicit global competence constructs in developing ESL teachers and students’ global competence to enhance global engagement and intercultural understanding, thereby enabling them to navigate complex global landscapes effectively.