It was observed that the positive participation of teachers and students with the identity text

projects.
Most of the teachers were very enthusiastic.
during the workshop.
Many of the teachers chose cross-cutting topics that included other disciplines such as science and
mathematics.
The texts presented by the students were very brief and
simple to extensive and elaborate.
Some teachers explicitly encouraged the use of languages other than English and Norwegian.
Conclusion:
It is important to keep in mind that language education seeks to promote intercultural citizenship
and a multilingual orientation,
All languages, cultures and identities of students must be seen as equal and legitimate, and
language teachers play an important role in this process.

A small percentage of individuals in the sample assumed that they did not possess the
recommended English language proficiency, and several students expressed a desire to improve it.
The learning environment facilitated co-constructive negotiation of meaning in which LA and CA
emerged frequently.
The quantitative and qualitative results confirm that diverse group communication contributed to
an increase in self-perceived English language proficiency because students encouraged each
other to speak in English.
Conclusion:
Students also showed a high level of engagement with culture and cultural awareness through
discussions and comparisons about specific experiences, facts, or events.

The experimental groups outperformed the control group on the listening posttests.
The groups that received instruction using materials from
cultural basis performed much better than those whose instruction had no cultural basis for
listening materials.
It was observed that the positive influences of the use of culturally based materials to develop the
English language learning of English as a foreign language students.
It was observed that the students of English as a foreign language
They showed favorable opinions and attitudes about English culture.
Conclusion:
The auditory motivation and contents and materials based on EFL textbooks help EFL learners
learn the English language more easily.

50 studies were found that cover culture and intercultural awareness in EFL classrooms.
The codes presented were conversational competence, cognitive competence, cultural
competence, global competence and participation.
Conclusion:
Studies have shown that cultural awareness must be integrated into teacher training, emphasizing
a global presence of teachers with adequate training, competencies and skills.