Abstract
AbstractIntercultural competence (IC) has been identified as a crucial outcome of world language education. The purpose of the study is to compare possible differences in IC development between face‐to‐face and asynchronous virtual modes of delivery that were taken as emergency measures early in the COVID‐19 pandemic for a beginning Italian course with 18‐ to 22‐year‐old students. The American Association of Colleges & Universities Intercultural Knowledge and Competence Valid Assessment of Learning in Undergraduate Education Rubric serves as a theoretical framework to determine learning outcomes and guide qualitative assessment. Applying a mixed‐methods approach, the study collects quantitative data using the Intercultural Knowledge and Competence Short Scale and qualitative data from student reflection assignments for both face‐to‐face (2019) and asynchronous virtual (2020) courses. A comparison of IC development between the two cohorts shows similar achievement of intercultural learning in both modes. Implications for IC development in language classrooms are discussed.
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