The Influence of Social Media Usage Frequency on the Intercultural Communicative Competence of Thai Undergraduate Chinese Majors

With the recent trends towards internationalizing higher education institutions, the need to develop students’ intercultural awareness has become more crucial than ever. Globalization and the rapid advancement of technology have amplified the standards needed of individuals, especially undergraduate students, to acquire a series of intercultural competencies that can allow them to blend into academia abroad or a multicultural work environment. Because of this, universities worldwide are trying to meet these standards. For instance, Morocco recently passed new reforms of higher education whereby it aims to enhance students’ intercultural as well as digital skills. Production of intercultural mediators, therefore, has to be reoriented to accommodate the current generation whose lives actually revolve around technology, with most of their intercultural acquisition on social media. To serve this purpose, the current research investigates the relationship between undergraduate students at Mohammed I University in Oujda and their use of social media in relation to their level of intercultural communicative competence (ICC). Specifically, the research is conceptualized through Lara Schreurs and Laura Vandenbosch’s Social Media Literacy (SMILE) Model to assess students’ social media literacy (SML) across cognitive, technical, and socio-emotional dimensions, and, concurrently, Byram’s ICC model to assess their skills, knowledge, and beliefs. In doing this, the research aims to investigate whether there is any correlation between students’ use of social media and their levels of ICC. The findings reveal significant positive correlations between specific components of SML and dimensions of ICC, providing insight into the promise of using social media as a pedagogical tool to improve students’ intercultural communication skills in HEIs.

Background. Serious games have the potential to provide benefits that beyonds entertainment value. Recent growth in the empirical research of serious games shows their abilities to deliver prosocial messages. Aim. This study aims to examine the use of games in the management of cultural schemas as well as moderating intercultural sensitivity and intercultural communication competence. Moreover, this study explores how and why simulation games, such as BAFÁ BAFÁ, function as persuasive technologies (PTs) effectively motivating individuals into behavior change. Method. An experimental study with three conditions (game, reading, and control) was conducted to examine the effects of BAFÁ BAFÁ on enhancing participants’ intercultural sensitivity as well as communication competence compared to reading intercultural materials or regular activity. Results. Both intercultural sensitivity and communication competence were measured with multi-dimensional scales, and the results of the multi-variate analyses indicated that the intercultural simulation game BAFÁ BAFÁ can facilitate the increase of participants’ intercultural sensitivity and communication competence.

Navigating Social Media in #Ophthalmology

ABSTRACTIn this paper, I present my position on why TESOL teachers need to develop their intercultural nonverbal communication competence. While many publications focus on intercultural verbal communication competence in TESOL teacher education, intercultural nonverbal communication competence receives little attention. After defining the concept of intercultural nonverbal communication competence, I propose its theoretical model, arguing that intercultural nonverbal communication competence is relevant and significant to TESOL teachers' classroom practices. This argument is upheld from two perspectives. One, TESOL teachers need to develop their intercultural nonverbal communication competence while interacting with culturally diverse students. They have the responsibility to demonstrate leadership in intercultural sensitivity so that they teach with an intercultural education philosophy and intercultural attitude. Two, intercultural nonverbal communication competence can maximize effective and successful intercultural communication between TESOL teachers and students. Pedagogical implications and coping strategies for TESOL teacher development of intercultural nonverbal communication competence are discussed.

The study aims to ascertain whether intervention workshops held for Iranian EFL teachers had any effect on their knowledge of intercultural communicative competence (ICC) or of intercultural sensitivity (IS). The study investigated the effect of knowledge about ICC and IS on the practice of EFL teachers. 30 EFL teachers participated in a six-session workshop on ICC and IS, and completed the ICC Questionnaire (Zhou, 2011) and the IS Questionnaire (Chen & Starosta, 2000) before and again after the workshops. A further 10 teachers underwent a semi-structured interview designed to obtain their knowledge of ICC and IS. In addition, 10 classes were observed and 10 students took part in a semi-structured interview to identify the effect of ICC and IS knowledge on teachers’ practice. The results indicated that the intervention workshops had a significant effect on both the teachers’ ICC and IS knowledge. All respondents considered themselves interculturally competent and sensitive English teachers who showed respect for different cultures. It was also found that knowledge about ICC and IS had influenced EFL teachers’ practice. These findings have the potential to raise EFL teachers’ awareness of the prominence of ICC and IS, and inspire them to seek opportunities for improvement and consequently improve their job performance.

In today’s globalized world, individuals need to be interculturally competent and sensitive to communicate successfully with people from different societies. EFL teachers as key players of language education should themselves be interculturally competent and sensitive to be able to develop their learners’ intercultural communicative competence (ICC) and intercultural sensitivity (IS). The present study aimed to explore Iranian EFL teachers’ levels of ICC and IS and the possible relationship between their ICC and IS. A total of 167 EFL teachers completed the ICC questionnaire and IS scale. The results of descriptive statistics revealed that Iranian EFL teachers enjoyed high levels of ICC and IS. The results of correlational analysis revealed that there were significant relationships between different components of ICC and IS except for the relationship between knowledge dimension of ICC and respecting other cultures and interaction enjoyment dimensions of IS. Finally, the implications of the study as well as suggestions for further research were presented to complement the findings of this research.

This paper conceptually discusses why it is essential to foster intercultural responsiveness through learning a language other than English (LOTE) and developing intercultural communication competence at Australian universities. Learning a LOTE is meaningful and helps second language learners develop social skills and cognitive competence, understand the linguistic system of the LOTEs, and sense differences between their home language/culture and target language/culture, and then pave the way to developing intercultural communication competence. However, a LOTE as a compulsory unit has little presence in Australian university curricula. No Australian universities require that students need to learn a LOTE to meet the course requirements. Learning a LOTE is conducive to both bilingual/multilingual and intercultural communication competence development. Furthermore, most current work studies intercultural verbal communication competence more than intercultural nonverbal communication competence. While intercultural verbal communication is audio-oriented, voiced, and externalized with open messages, intercultural nonverbal communication is visually oriented, silent, and internalized with hidden cues. Only when both components are considered can people achieve effective intercultural communication. The implications for learning a LOTE and developing intercultural communication competence are discussed.

The abstract should summarize the contents of the paper in short terms, i.e. 15-250 words Intercultural communication is a niche in communication that emphasize on communication across multiple cultures which have their own values and belief therefore intercultural communication competence is key to successful intercultural communication.Effective intercultural communication must be tailored accordingly to the audience and their cultural situation and contexts, research into intercultural communication seeks to refine communication strategies to inform people about ways to be interculturally competent.Communication Accommodation Model (CAT) is considered as one of the effectiveness theories in intercultural communication research and this theory had effective structures in studies related on intercultural communication.Therefore, the present study set out to investigate the application of the CAT in the study related to intercultural communication competence through a systematic approach.Communication Accommodation Model (CAT) and intercultural was used as a keyword in the title searches only.There were 20 papers in English was studied from 2013 to 2024.The findings of this study showed that using CAT, especially with intercultural communication competence, intercultural communication competence which have been showcased in findings.In cross-sectional studies, on the other hand, all structures, especially intercultural communication competence, and accommodation which entails convergence and divergence which have been the contributing factors on the effectiveness of the theory which contribute to effective intercultural communication.These findings revealed that CAT is a suitable theory for intercultural communication in improving intercultural communication competence and it can be adopted to create individuals who are interculturally competent and understanding along with aiding researchers with future framework development and studies.

Intercultural communicative competence is essential for graduates wishing to work in the business sector. Such competence has become desirable for graduates who see themselves working in “demanding and highly-challenging international environments” (Sain, Kužnin and Roje 2017, 55‒56). In spite of the need for well-developed intercultural competence in the workplace, students of Economic and Business Science are rarely deliberately equipped with an understanding of what language, culture and communication entail. Against this background, we investigated if an intervention, in the form of a 28-lecture undergraduate course, can develop third-year BCom students’ intercultural competence so as to prepare them to deal with the heterogeneity that they will encounter in the workplace (and elsewhere), both in multilingual and multi-cultural South Africa and abroad. Based on eight of the skills and attributes identified by Deardorff (2004) as being markers of interculturally competent individuals (such as knowledge of self and others, respect, critical thinking skills, and an awareness of the importance of being interculturally competent), students (n=18) were assessed prior to the commencement of the course and again upon completion thereof. Pre- and post-course questionnaires were analysed qualitatively and quantitatively, and data were coded according to the eight Deardorff (2004) markers of intercultural competence. Additionally, a focus group discussion (n = 5) was held at the end of the course. The data showed that development took place in the students’ attitudes, knowledge and skills related to intercultural communicative competence. Certain markers of intercultural communicative competence, however, showed more substantial development than others, the notable marker showing such development being critical thinking skills. The finding is that skills indicative of intercultural competence can indeed be developed by means of a curriculum in such a way that students think more critically about (i) cultural and linguistic diversity and (ii) their responsibility as future leaders to communicate optimally in diverse cultural settings. Deliberately including courses on intercultural communication in programmes for students (not only students in Humanities and Social Sciences) could contribute to personal and professional development of students and lead to graduates who are better prepared for a career in multicultural national and international business sectors. Likewise, the introduction of in-service training in intercultural communicative competence can be considered for those who are no longer students, thereby contributing to improved intercultural communication in the workplace.

To gain international recognition, many universities in Indonesia offer international student exchange programs, one of which is the credit transfer program. Participants in that program have differences in communicative competence. That holds for Indonesian students studying abroad and vice versa. This study analyzes the intercultural communication skills of international students and aims to acquire comprehensive information on intercultural competencies based on the students’ intercultural sensitivity, awareness and adroitness. A descriptive qualitative study was conducted among international students at one university in Indonesia, involving six French students from the student exchange program who studied for one semester. The data was obtained via focused group discussion and interviews. Chen and Starosta's intercultural competence model was used as an analytical tool. The findings indicate that the students have proper intercultural communication competence, which helps them in implementing their communication strategies, adjusting to and thriving in a new cultural and academic environment.

Spatial Patterns of Purposeful Social Networking and Socioeconomic Influences: Towards a Mature, Inclusive Networked Society in the U.S.

Youth Social Media Use and Health Outcomes: #diggingdeeper

The English Curriculum Standards for Compulsory Education (2022 Edition) (from now on referred to as "the new standards") mentions students' intercultural communication many times in the curriculum objectives. Under the requirements of the new standards, teachers should pay attention to cultivating students' intercultural communication awareness and ability. In the era of economic globalization, diversified modes of thinking, and information networking, the practice and exploration of cultural self-confidence have become vital prerequisites for cultivating students' cross-cultural communicative competence. Therefore, this paper explores the enhancement and development of junior high school students' intercultural communicative competence from the aspects of the meaning of intercultural communicative competence, the problems and challenges encountered in cultivating students' intercultural communication, the current situation of the cultivation of junior high school students' intercultural communicative competence, the necessity of improving junior high school students' intercultural communicative competence, the principles of the cultivation of junior high school students' intercultural communicative competence, as well as the strategies of the cultivation of junior high school students' intercultural communicative competence.

#trial: clinical research in the age of social media

Cooperative Mentorship: Negotiating Social Media Use within the Family