Intercultural Research Articles

Problem Faced by Indonesian Internship Students in Thai English Language Teaching Classroom Context

What are the problems faced by Indonesian internship students in Thai English Language Teaching Classrooms Based on the problem statement, the proposed objective is to find out the problem or the obstacles experienced by internship students in English language teaching classrooms while teaching in Thailand School. Considering the different cultural backgrounds, this research is expected to explore the internship problems and whether internship students experience any cultural issues. This research uses a qualitative method that explores cross-cultural communication issues in participants, according to Creswell (2018, p. 294) In most cases, qualitative research presents the data, interprets the data, validates it, and shows the potential of the research results in order to expand the steps of data analysis and the methods used. In qualitative research, the social context is taken into consideration while examining events from the perspectives of the individuals being studied. This includes research that uses interpretative naturalistic techniques (Denzin & Lincoln, 2005 Kihlgren, 2016). The findings of the interviews from the three domains of problems faced by the internship students during the teaching internship program are based on the findings of the interview results that have been conducted by the researcher. 1. Teaching Learning Aspects as the Problem in ELT Classroom, 2. Personal Aspects as the Problem in ELT Classroom, 3. Communication Aspects as the Problem in ELT Classroom. Based on the findings that the researcher has found, the difficulties experienced by internship students during the internship program are quite varied, so it is in accordance with the problems found by the researcher that the main problems experienced by internship students in the internship program come from the cross-cultural problems that occur in English language teaching classrooms.

Ethnic and National Identity in Russian Research: A Scoping Review

This scoping review aims to provide a comprehensive overview of the contemporary studies regarding ethnic and national identities written in the Russian language. The study reveals major contexts and patterns of the operationalization of the concepts. The scoping review is based on the framework outlined by Arksey and O’Malley, with qualitative content analysis as its primary method. Samples from 114 papers were analyzed to find existing approaches to identity studies and conceptualization. Explicit and implicit identity definitions and identity attributes were mapped and coded. The research found that scholars tend to provide original definitions and relate identity to consciousness. Implying the idea of a person’s uniqueness, identity is often regarded as rooted in memory, hence the number of mentions of memory studies and memory politics in the reviewed articles. Another finding is that multiple and/or complex identities are widely investigated, and these identity types are given original names, mostly compound. With a great number of identity types, there is still a common understanding of identity as a constructed, dynamic phenomenon. The study concludes that identity is a common value-charged notion for Russian academic discourse, with national and ethnic identities being at the heart of the ongoing studies. The paper concentrates on identities of large groups, which is viewed as a politically sensitive issue, closely intertwined with the view of identity as a factor and resource of the development of society. Main topics are politics, history, representation, dynamics, plurality, communication, cultural factors, and territory. The analysis of the identity studies contributes to professional discourse by illuminating how concepts of ethnic and national identities are operationalized and communicated in the Russian-language academic community, thus enhancing cross-cultural understanding and facilitating more effective professional communication in related fields. Given the limitations, the findings identify the main patterns of concept usage, point to research gaps, and provide a basis for future research.

Ethnic and National Identity in Russian Research: A Scoping Review

This scoping review aims to provide a comprehensive overview of the contemporary studies regarding ethnic and national identities written in the Russian language. The study reveals major contexts and patterns of the operationalization of the concepts. The scoping review is based on the framework outlined by Arksey and O’Malley, with qualitative content analysis as its primary method. Samples from 114 papers were analyzed to find existing approaches to identity studies and conceptualization. Explicit and implicit identity definitions and identity attributes were mapped and coded. The research found that scholars tend to provide original definitions and relate identity to consciousness. Implying the idea of a person’s uniqueness, identity is often regarded as rooted in memory, hence the number of mentions of memory studies and memory politics in the reviewed articles. Another finding is that multiple and/or complex identities are widely investigated, and these identity types are given original names, mostly compound. With a great number of identity types, there is still a common understanding of identity as a constructed, dynamic phenomenon. The study concludes that identity is a common value-charged notion for Russian academic discourse, with national and ethnic identities being at the heart of the ongoing studies. The paper concentrates on identities of large groups, which is viewed as a politically sensitive issue, closely intertwined with the view of identity as a factor and resource of the development of society. Main topics are politics, history, representation, dynamics, plurality, communication, cultural factors, and territory. The analysis of the identity studies contributes to professional discourse by illuminating how concepts of ethnic and national identities are operationalized and communicated in the Russian-language academic community, thus enhancing cross-cultural understanding and facilitating more effective professional communication in related fields. Given the limitations, the findings identify the main patterns of concept usage, point to research gaps, and provide a basis for future research.

Investigating how cultural differences influence the translation process and the strategies used by translators to bridge cultural gaps

This study investigates the impact of cultural differences on the translation process and the strategies used by translators to bridge these cultural gaps. Through qualitative interviews with professional translators specializing in literature, business, legal, and technical translation, the research identifies key strategies employed to address cultural challenges. These strategies include localization, adaptation, the use of cultural equivalents, annotation, and consultation with cultural informants. The findings reveal that these strategies are effective in maintaining both translation accuracy and cultural relevance. Localization tailors content to the cultural context of the target audience, while adaptation handles idiomatic expressions and culturally specific references. Cultural equivalents preserve the emotional and cultural impact of the source text, and annotations provide necessary explanations for cultural references without direct equivalents. Consultation with cultural informants enhances the accuracy and appropriateness of translations, particularly in specialized fields. The effectiveness of these strategies is supported by concrete examples from the translators' experiences, demonstrating successful applications across various fields. The study's findings align with established theories in translation studies, such as those proposed by Venuti, Nida, Baker, and House, reinforcing the importance of cultural competence in translation. This research highlights the complex interplay between language and culture in the translation process and underscores the necessity for tailored strategies to address cultural nuances. The study contributes to the theoretical understanding of cultural translation and offers practical recommendations for translators. As global communication continues to expand, the role of culturally competent translators remains vital in facilitating cross-cultural understanding and interaction. Future research should explore the evolving role of technology in translation and its implications for cultural competence.

Semantic Features of Phraseological Units in English and Uzbek Languages

This article examines the semantic features of phraseological units in English and Uzbek languages, focusing on their classification and distinct characteristics. While phraseological semantics shares similarities with lexical semantics, it exhibits unique traits. The study addresses the knowledge gap in the classification of phraseological units by exploring their broader semantic structure, which transcends denotative and connotative meanings. The research employs a comparative linguistic methodology, analyzing the semantic components of phraseological units in both languages. Findings reveal that phraseological units in English and Uzbek have different types of semantic structures, yet share common elements. Sh. Rakhmatullayev's classification of Uzbek phraseological units into integrity, mixing, and introduction provides a foundational framework. The study identifies three main types of phraseological meanings: idiomatic, idiophraseomatic, and phraseomatic. These findings contribute to a deeper understanding of the complex nature of phraseological semantics. The implications of this research extend to language teaching and cross-cultural communication, providing a valuable reference for linguists, educators, and translators working with phraseological units in both languages. The study highlights the need for further exploration into the classification and interpretation of phraseological units, encouraging future research in this underexplored area.

The Role of English Language Proficiency in the Global Economy and Business Communication

This research explores the role of English as a lingua franca in international business, focusing on its impact on business operations, economic communication, and cross-cultural interactions. The research objectives include understanding the relationship between English proficiency and business success, identifying common cross-cultural communication challenges, and exploring strategies to improve communication in global markets. Using a qualitative methodology, data was gathered through Semi-structured interviews conducted with 10 key informants, including 2 managers, 2 executives, and 6 employees from 2 multinational corporations and 2 small businesses that operate in global markets. Key findings indicate that higher English proficiency enhances business outcomes, while cross-cultural communication barriers often complicate international transactions. The study concludes that businesses should invest in language training to boost competitiveness and mitigate communication challenges in global operations.

Challenges and strategies for navigating Australian healthcare access: experience from Chinese international students

BackgroundAustralia hosts over 680,000 international students, contributing $47.8 billion to the Australian economy in 2023, and Chinese students rank first among all nationalities. However, despite their considerable numbers, research focusing on their access to healthcare services is scant. This study aimed to explore barriers and supports regarding the utilisation of healthcare services among Chinese international students studying in Australia.MethodsSemi-structured interviews were conducted in Chinese between October and December 2023 with 25 Chinese international students (age range, 19–30; female/male, n = 18/7; undergraduate/postgraduate/doctoral, n = 1/18/6) enrolled in three Australian universities to understand the healthcare challenges they encountered and the coping strategies they recommended. These interviews were recorded, and thematic analysis was applied to the interview data. An adapted social-ecological model was used to identify barriers and pragmatic strategies to deal with the challenges at different levels.ResultsChinese international students in Australia faced healthcare barriers at different levels. Individual barriers included language and cultural disparities, lack of knowledge about the healthcare system, and reluctance to seek help. Institutional barriers involved high costs, difficulties regarding appointments, and procedures related to the referral system. Policy barriers included insurance coverage and reimbursement issues. The students interviewed for this study proposed individual-level strategies, such as trying various methods to reduce language barriers, seeking information online, and using online resources and consultations. A central appointment platform and multilingual medical service were recommended from students to medical institutions, while medical service guidance and psychological support were suggested to education institutions. Higher-level strategies were also reported, which were mainly pertaining to insurance terms and coverage for overseas students and improving the accessibility of medical information.ConclusionsOur study identifies barriers to healthcare access for Chinese international students in Australia, including culture-specific challenges. To mitigate these issues, we recommend self-directed health promotion, targeted support by education institutions, enhanced cross-cultural communication and expanded telemedicine by hospitals, and attention to insurance coverage. Future research should explore optimising these approaches to improve support systems and policy frameworks.

Analysis of the Psychological Impacts of Digital Media on Consumer’ s Purchasing Behavior in Cross-cultural Communication

In this era of globalization, cultural exchange and collision have become unprecedentedly frequent. The digital media breaks down geographical and cultural boundaries, providing consumers with a wider range of choices and richer information, thereby enhancing their autonomy in purchasing decisions. Digital media can promote the diversified development of cross-cultural communication methods in cross-cultural communication, help cross-cultural communicators cope with language barriers, and meet the personalized needs of the public. Under the influence of digital media, consumers' purchasing decision-making autonomy, willingness, and expression desire are all becoming stronger.

Exploring the potential of pantomime games in medical education: Non-verbal exercise

The primary educational challenge in medical education is the lack of focus on non-verbal communication skills, such as body language, facial expressions, and gestures. This gap is crucial, particularly in multicultural and multilingual contexts where non-verbal cues can bridge language barriers and enhance understanding between healthcare professionals and patients. To address this, our wave explores the potential of integrating art, specifically pantomime games, into medical education as a non-verbal exercise. Inspired by ancient drama and role-play, pantomime games offer an innovative methodology for enhancing non-verbal communication skills. These games help students develop observation, empathy, and ambiguity tolerance—skills essential for effective healthcare delivery. Incorporating art and game-based learning into medical curricula has improved visual perception, personal reflection, and student engagement. The benefits of this integration extend globally, fostering emotional intelligence, creative thinking, and cross-cultural understanding. Educational games create a safe environment for students to experiment, learn from mistakes, and gain practical experience, ultimately reducing training time and instructor load. Moreover, non-verbal communication training can enhance professor-student interactions, improving feedback quality and learning outcomes. To implement these innovations, clear guidelines and effective facilitation are crucial. Educators should provide supportive environments for experimentation and learning, using minimal materials such as open spaces and simple props. High-resource settings can leverage AI technologies for feedback and create mobile applications to modernize the approach. This wave advocates for a student-centered, multimodal communication and learning environment, highlighting the transformative potential of integrating performing arts into medical education to prepare future healthcare providers better.

Contextual disparities of “happiness” in Korean and Chinese: A quantitative analysis of “행복” and “幸福”

This study investigates the contextual disparities in the meanings of the Korean Hanja word “행복 [hɛŋbok]” and the Chinese Hanzi word “幸福 [ɕiŋ51 fu35],” both conceptualized similarly to “happiness” in English. Utilizing computational linguistics methodologies, we analyzed 192,249 instances of “행복” from the Modu Corpus and 324,585 instances of “幸福” from the CCL Corpus, employing collocation, bi-gram, and tri-gram techniques. Our analysis reveals that these words embody distinct cultural, social, and political dimensions in their respective contexts. Korean usage of “행복” shows a strong association with community well-being, social infrastructure, and educational development. Frequently co-occurring terms include “가족” (family), “교육” (education), and “사회” (society), reflecting deep-rooted Confucian values. Conversely, Chinese usage of “幸福” emphasizes national prosperity, collective harmony, and individual life quality. Common collocates include “国家” (country), “人民” (people), and “生活” (life), influenced by traditional philosophies and modern political ideologies. The research highlights significant differences in how happiness is conceptualized in relation to government policies. Korean contexts focus on specific quality-of-life improvements, evident in phrases like “행복 주택” (happiness housing) and “행복 도시” (happiness city). Chinese contexts stress the link between national development and individual well-being, as seen in expressions like “人民幸福” (people’s happiness) and “幸福生活” (happy life). These findings underscore the complex interplay between personal fulfillment and social responsibility in East Asian cultures. Our study demonstrates the effectiveness of computational linguistics in analyzing complex cultural concepts, while also revealing limitations in capturing individual subjective experiences. It contributes to contrastive lexicography between Korean and Chinese, offering insights for cross-cultural communication and policymaking in social well-being initiatives.

Investigating EFL Students' Civic Consciousness

Civic consciousness serves as a pivotal impetus for societal advancement and development, embodying individuals' cognition, attitudes, and sense of responsibility across social, political, economic, and cultural domains. Contemporary college students, as the forthcoming leaders of society, constitute a vital segment of Chinese citizenship and play crucial roles as participants and stewards in national political development and social construction. Their civic consciousness directly impacts the construction of material, spiritual, and political civilization within China. Educating EFL students on civic consciousness is instrumental in fostering accurate ideological concepts, empowering them to fulfill their duties as social citizens, igniting creativity and intellectual curiosity, enhancing comprehensive cultural literacy and cross-cultural communication awareness, nurturing critical thinking skills, and enabling students to internalize civic virtues as their behavioral norms through natural infiltration, thereby establishing a foundation for their future roles as global citizens and contributing to sustainable development. However, the civic consciousness of EFL students is confronted with significant challenges due to the interplay of international and domestic factors. Notable issues include a deficient awareness of the rule of law and an inadequate understanding of rights. This study initiates with the concept and significance of civic consciousness, elucidating its definition, connotation, and importance within college education. Through questionnaire surveys and interviews, the current state of civic consciousness among students in ZYU(Zhejiang Yuexiu University) is analyzed, identifying prevailing problems and challenges. Subsequently, effective countermeasures within the context of English as a Foreign Language (EFL) learning are proposed to address these concerns.

Influence of Cultural Factors on Organizational Performance of Multinational Corporations: A Bibliometric Review from 1983 to 2020

Cultural factors are critical in shaping the organizational performance of multinational corporations (MNCs) operating across diverse countries and cultures. This study conducts a comprehensive bibliometric analysis to explore scientific developments in this research area from 1983 to 2020, based on 856 documents published across 195 journals indexed in the Web of Science. The analysis provides insights into (i) productivity and performance trends within the field, (ii) the most influential countries, regions, journals, authors, and citations, and (iii) frequently occurring keywords that highlight future research directions. This study captures the historical evolution of research on cultural factors, providing a valuable baseline for understanding the pre-COVID-19 context and enabling MNCs to better navigate cross-cultural communication and collaboration in an increasingly complex global environment.

Research on Strategies for Improving English-Chinese Bilingual Reading Ability of College English Majors

The bilingual reading ability of College English majors is an important indicator to measure their English proficiency, which is of great significance for improving their cross-cultural communication skills and international competitiveness. However, in the actual teaching process, many students often have difficulties in reading comprehension, which affects their reading efficiency and comprehension quality. Therefore, understanding the factors that affect the bilingual reading ability of English majors in universities is of great significance for developing effective teaching strategies and improving students' reading ability. This study has identified strategies for improving the bilingual reading ability of English major students in universities through investigation and analysis, in order to serve English major teaching in universities.

AI-Enhanced Cross-Cultural Competence in STEM Education

Cross-cultural competence (CCC) is leaders' most critical skill set in science, technology, engineering, and math (STEM) education because it can help them effectively manage cultural diversity. The research provides insights into the potential of AI to foster more inclusive and culturally aware educational environments for STEM students using a theory that combines Constructivism and Cultural-Historical Activity Theory (CHAT). The study discusses two research questions: (1) How can AI-driven tools be used in STEM education to enhance cross-cultural sensitivity and communication? (2) What is the impact of AI-facilitated reflective practices on students' self-awareness of cultural biases? This research shows how AI-based language translators and cultural simulations enable learners to adapt to different cultures. According to Constructivism, learning occurs when learners actively construct their knowledge from experiences towards cultural sensitivity, understanding, and respecting other cultures while reducing stereotypes. CHAT, on its part, views AI as aligning with AI as one of the artifacts or tools that are at the disposal of human beings in order to facilitate social interaction; thus, it has the potential to enhance intercultural communication where verbal cues are not only linguistic but also non-verbal. A total of 228 respondents were reached through surveys, resulting in preliminary results showing improved CCC due to accommodative devices such as culturally-specific software simulations or language translators employing AI models. This study adds value to the existing literature by presenting empirical evidence of how AI can foster CCC in STEM education. It highlights the imperative of AI's theoretical and practical applications in educational curricula.

The Impact of Cultural Differences on ESL Learners' Language Acquisition

This article explores the impact of cultural differences on ESL learners' language acquisition, focusing on how communication styles, learning preferences, and attitudes toward authority influence the learning process. It highlights the challenges of misunderstandings, language anxiety, and cultural adaptation in diverse classrooms. The article also discusses strategies for culturally responsive teaching, promoting cross-cultural understanding, and building supportive learning environments. Through case studies, it demonstrates the importance of integrating cultural awareness into ESL instruction to enhance student engagement and success.

Research on the Intelligent System of English Teaching from the Perspective of Intercultural Education Based on Deep Learning

In today’s globalized world, cross-cultural communication skills are crucial for English learners. However, traditional English teaching often overlooks cultural differences among students, leading to difficulties in practical communication. The development of deep learning technology has provided new possibilities for English teaching, which can analyze students’ cultural background and learning needs through intelligent systems, and provide more personalized teaching plans. This study focuses on the application of intelligent system in English teaching from the perspective of intercultural education. By analyzing the characteristics of cross-cultural education and the advantages of deep learning technology, an intelligent system model of English teaching based on deep learning is proposed. The model can provide individualized English teaching programs according to students’ cultural backgrounds, learning needs and learning progress. A recommendation algorithm based on a cross-cultural education model comparison is proposed. For each student, retrieve similar teaching cases from the database based on their cultural background and learning needs. Compare the similarity between current students and cases in the database using similarity calculation algorithms. Based on the sustainable development teaching model of college English, the MAP algorithm is analyzed. The experimental results show that the intelligent English teaching system based on deep learning has a remarkable effect on improving students’ English achievement and intercultural communication ability. The model is trained and tested by the measured data. The error of the test results is less than 5%. The results of the experiment prove that the construction of a Chinese college English sustainable development education model can effectively enhance China’s cultural soft power.

Strategi Komunikasi Pekerja Migran Indonesia dalam Mengatasi Culture Shock Selama Bekerja di Jepang

This study aims to understand the communication strategies of Indonesian Migrant Workers (PMI) in overcoming culture shock while working in Japan. The research utilizes Anxiety Uncertainty Management Theory (AUM Theory) developed by Gudykunst to explain how PMI manage uncertainty and anxiety in cross-cultural communication. The AUM theory is elaborated with the concept of ABC's of Culture Shock by Ward Bochner and Furham to gain a comprehensive understanding of the relationship between cross-cultural communication and culture shock. The research method used is phenomenology. Data were collected through in-depth interviews with six PMI informants who have been working for at least two years in various companies in Japan. The results of the study show that PMI experience various forms of anxiety, including language anxiety, habit-related anxiety, and mindset-related anxiety. Workers manage this anxiety through three strategies: active, passive, and interactive. The active strategy involves continuously adapting to and appreciating Japanese culture. Firstly, the active strategy means that PMI actively seek information about Japanese culture through social media and study it. Secondly, the passive strategy involves self-motivation by understanding that the cultural surprises experienced are a consequence of their work. Lastly, the interactive strategy involves efforts to improve intercultural communication skills by joining Indonesian expatriate communities in Japan and being open to new values encountered while working in Japan.

Enhancing cross-cultural communication for Chinese tourists in non-native English-speaking destinations: a study of sociolinguistic competence and politeness challenges

Abstract The current study explores the sociolinguistic challenges experienced by Chinese tourists. The purposive sampling approach was applied for data collection to comprehend the respondents’ communication hurdles. Online and offline questionnaires were also distributed to accommodate senior travellers. A total of 964 valid responses were gathered, which reflected the increasing trend of outbound tourism among Chinese nationals. The present study employed sociolinguistic competence as a mediating variable (specifically, its interplay with intercultural communication anxiety and politeness) within the Communicative Competence Model (CCM) framework. Several strategies that consider the nuanced aspects of language and culture are also proposed. The findings can potentially enhance service standards in the tourism sector by improving Chinese visitors’ intercultural communication experiences in various international destinations.

A Study on the Integration of Hainan Culture into College English Teaching Strategies

This study aims to explore the teaching strategies for integrating Hainan culture into college English courses and their impact on students’ learning outcomes. Drawing on relevant statements on cultural confidence, the research employs multiple methods, including questionnaires, in-depth interviews, classroom observations, and performance analysis, to systematically analyze the application effects of Hainan cultural elements in English teaching and student feedback. A survey of 200 students from a university in Hainan revealed that 90% of the students support the integration of Hainan culture into English teaching, 85% believe that this teaching method enhances their learning interest, and 80% think it helps improve cultural awareness. In-depth interview results show that both students and teachers agree that integrating culture into teaching not only improves English proficiency but also enhances cultural pride. Classroom observations indicate that students in the experimental class have significantly higher participation and interaction frequencies compared to the control class. Performance analysis shows that the English scores of students in the experimental class increased by 15%, significantly higher than the 5% increase in the control class. Comprehensive analysis results demonstrate the effectiveness of integrating Hainan culture into college English teaching. It is suggested that future teaching further enrich cultural content, innovate teaching methods, strengthen teacher training, improve evaluation mechanisms, promote interdisciplinary cooperation, and utilize external cultural resources to enhance students’ cross-cultural communication skills and overall competence.

Danish translation, cultural adaptation and psychometric testing of the Brachial Assessment Tool (BrAT), designed to assess activity limitation in adults with traumatic brachial plexus injuries

Purpose To translate and cross-culturally adapt The Brachial Assessment Tool (BrAT) into Danish and assess its content validity and reproducibility in adults with traumatic brachial plexus injury (BPI). Material and methods Translation followed international guidelines. BrAT(DK) were cognitive tested with 19 adults with traumatic BPI to evaluate cross-cultural understanding, relevance, comprehensiveness and comprehensibility. Content validity and reproducibility were evaluated following the COnsensus-based Standards for the selection of health Measurement INstruments guideline. Participants were recruited from an outpatient hand clinic. Test-retest reliability was assessed using intra-class-correlation coefficient (ICC) and the smallest detectable change (SDC). Internal consistency was evaluated using Cronbach’s alpha. Results Minor cultural differences were observed in the content validity analysis of BrAT(DK). Cognitive testing revealing no significant issues. All participants found the items relevant and important. 63 participants with traumatic BPI were recruited; 49 completed the retest. ICC values for the sub-scales and the total score ranged from 0.91 to 0.95 (95% CI 0.85 to 0.97). Internal consistency ranged from 0.87 to 0.98. SDC ranged from 4.16 to 9.63 for subscales and 16.01 for the total score. Conclusion BrAT(DK) appeared to be content valid and reliabel as a measure of activity limitation in adults with traumatic BPI.