Intercultural Communication Research Articles

Exploring emoji usage in intercultural CMC: Insights from Colombian and Argentinian learners of German

Abstract This study investigates the use of emojis in Computer-Mediated Communication (CMC) among Colombian and Argentinian learners of German. Recent research demonstrates that emojis serve multiple functions, including expressing reactions to previous statements and modulating the tone of assertions. Beyond the illocutionary domain, where they help articulate speech acts, emojis facilitate discourse by managing conversation openings and closings. They also signify informality in the stylistic domain and guide the social intent of conversations. While these findings are insightful, they primarily reflect interactions among speakers sharing the same first language (L1) and cultural background. The dynamics of emoji use in a second language (L2) and intercultural settings remain underexplored. To address this gap, this study analyzed a corpus of WhatsApp messages exchanged during a virtual interaction between 24 Colombian and Argentinian learners of German. The results reveal that the use of emojis among L2 speakers largely mirrors their use in L1 contexts, suggesting a strong transferability of their pragmatic, discursive, and stylistic functions. Additionally, this study identifies an extra function in the illocutionary domain, where emojis help signal sociality rights and obligations, thereby maintaining positive interpersonal rapport. Furthermore, the performance of national identities emerged as a unique function of emojis in intercultural communication, supporting the idea of a universal component in emoji use. These findings contribute to our understanding of how emojis operate in L2 and intercultural settings, highlighting their role in facilitating effective digital communication across linguistic and cultural boundaries. The consistent use of emojis by participants from different cultural backgrounds suggests that emojis can act as universal symbols, bridging cultural and linguistic gaps while also allowing for the expression of unique social identities.

Epistemic modality and evidentiality in virtual intercultural exchanges between Turkish and Texan users of English

AbstractThis study reports on data from two 6‐week virtual intercultural exchanges (VIEs) between teachers of multilingual learners in K‐12 schools in Türkiye and the United States. Using the data from these asynchronous VIEs, we focus on Turkish world Englishes speakers’ use of epistemic markers and evidentials. We examine how participants from Türkiye use markers of epistemic modality and evidentiality in intercultural encounters and how that use influences their construction of cultural information about Türkiye. Our findings show participants selectively code epistemic modality and evidentiality to indicate (their proximity to) the source of cultural information, avoid potential misunderstanding, and claim responsibility for the factuality of the information shared (or not). Our study contributes to understanding how world Englishes and Intercultural Communication intersect in multilingual contact zones that transcend borders―both real and imagined―between cultures, languages, and nations.

The local‐international trend of Intercultural Communication through world Englishes and translanguaging

AbstractThis study investigates how world Englishes (WE) and translanguaging may be combined to enhance intercultural competence in Intercultural Communication. First, this paper reviews WE contributions to Intercultural Communication and explores the potential of translanguaging in facilitating intercultural competence in Intercultural Communication. Second, semi‐structured interviews were conducted to explore the perceptions and practices of WE, translanguaging, and intercultural competence in Intercultural Communication among Chinese university students with the aim to investigate how their experiences of WE and translanguaging enhance intercultural competence in Intercultural Communication within both local and global contexts. The findings revealed the possibility of integrating WE and translanguaging into the promotion of intercultural competence in Intercultural Communication. Such an integration of WE and translanguaging through the intercultural dimensions in English language learning can help enhance linguistic and cultural diversity, and equip individuals with the skills to effectively navigate the multilingual and multicultural world in response to diverse communicative needs.

Cultural Competence in Chinese Language Education: Discussing the Importance of Cultural Awareness and Sensitivity in Teaching Chinese as a Foreign Language

Background and Aim: Cultural competence plays a significant role in successful language education. Studies have shown that culturally sensitive pedagogy enables teachers to connect language to an accurate cultural context, preventing misappropriate language use. This study examined the importance of cultural awareness and sensitivity in teaching Chinese as a foreign language. Materials and Methods: Data was collected using observation, interviews, and systematic reviews of academic journals. The classroom observation was selected because it provides first-hand data about how educators teach the Chinese language. The researchers also observed the impact of cultural awareness on teaching methods and outcomes. Interviews were conducted using open-ended questionnaires to obtain the benefits of cultural awareness and sensitivity in teaching the Chinese language. The systematic review helped in extracting data from the previous studies. The inductive and deductive thematic analyses were conducted based on the guidance from Byram’s intercultural competence framework. Results: The findings showed that cultural awareness and sensitivity are important in teaching the Chinese language because they improve critical cultural awareness, linguistic competency, and the ability of language educators to translate and communicate effectively. The various elements of linguistic competency that teachers demonstrate include comprehension, connotation, convention, and conditioning. Conclusion: Cultural awareness and sensitivity also help language educators empower learners and enhance their capacity to become better intercultural communicators. The paper suggests that Chinese language teachers should make regular visits to China to enhance their cultural awareness. Educators should also try various strategies, including double translation, comparison, and situational settings to integrate cultural awareness into their teachings.

“Bridging cultures with love”: Spirituality in fostering intercultural effectiveness. The effects of language

Abstract Research yields contradictory results on the relationship between an individual’s spirituality, that is, the relationship with God/the Transcendent, and their cultural development. To address this gap, we conceptualize a model that investigates the effects of two spirituality dimensions, namely felt love for God and love for others, on the behavioral aspect of intercultural competence, that is, intercultural effectiveness (IE), through ethnocentrism. This model undergoes testing using a sample of 144 international students who self-identify as Christians, Muslims, belonging to other religions, and non-religious. The results confirm the positive impact of spirituality on IE by reducing ethnocentrism. We establish suppressing effects of both love for God and love for others, suggesting intricate dynamics of these two spirituality dimensions within the intercultural communication model. Furthermore, we identify the direct effects of host language and English as a lingua franca proficiency on IE. We also define the mitigating effect of host language proficiency on the adverse impact of ethnocentrism on IE. This study underscores the importance of higher education institutions to nurture students’ relational spirituality and support them in overcoming ethnocentric perspectives.

Heutagogical-based mobile social media space

This concise paper aims to propose a framework for enhancing intercultural communication competencies among Chinese as foreign language (CFL) learners using Heutagogical-based Mobile Social Media spaces. Integrating qualitative and quantitative data analysis with Activity Theory (AT) and the Design for Transformative Mobile Learning (DTML) framework, this study seeks to develop a potentially effective educational approach. By leveraging mobile social media, the envisioned framework intends to support autonomous learning and foster intercultural competencies among CFL learners.

English as a Medium of China’s National Storytelling

Foreign language education may serve many goals, but national storytelling would not be an obvious one. Due to the position of English as an international language, it has become an increasingly important tool for intercultural communication and international public relations for countries whose official language is not English. In this study, we will look into the case of China, where English has been seen as the most important medium of China’s national storytelling. Chinese youths are encouraged to learn English well and to equip themselves with the competence to tell China’s stories well in English. As a key theoretical underpinning in this study, national stories are taken as national identities to live by. To better understand this relationship, we have invited 100 undergraduate English Majors in a provincial Chinese university to each tell a China story in English. By subjecting the 100 China stories told by 100 Chinese youths in English to a rigorous thematic analysis, we hope to determine in this study what Chinese national identity is constructed through this national storytelling exercise. More importantly, by examining the Chinese case of English as a medium of national storytelling, this study aims to shed light on the specific purpose of English as a global medium for communicating a country’s national narratives and national discourses.

Методические аспекты межкультурной коммуникации в преподавании русского языка в иранской аудитории

The article outlines the main stages of the formation and development of intercultural communication as a scientific direction and academic discipline in universities, clarifies some concepts. The difficulties of communication between Iranian students and Russians in the aspect of intercultural communication (based on a questionnaire) are revealed. The authors consider the issues of using comparative regional studies material with a single thematic content in the process of teaching RCT in an Iranian audience, pretext, pre-text and post-text tasks are presented. A typology of tasks and exercises on intercultural communication in the process of teaching Russian as a foreign language has been developed.

Учебник РКИ делового (профессионального) общения: принципы моделирования

In the conditions of the new government demand for training foreign specialists of various profiles in Russian higher education, the task of optimising the existing educational paradigm in the field of teaching Russian as a foreign language for special purposes is actualised, the most important link of which is the methodological goal set for the formation of the learners' (foreign or Russian universities’ students) ability to overcome the ideological threshold in professional interethnic (intercultural) communication. The analysis of research and methodological literature gives grounds to assert that Russian linguodidactics is ready to ensure the convergence of the pedagogical process, in which formal language teaching, professional training and education in line with the Russian culture and value paradigm can be presented syncretically within the framework of problem-based and / or interactive approaches in one (unified) teaching tool — a textbook / workbook / training manual / training course / educational-methodical complex. As one of the possible strategies for a comprehensive solution to the problem of compliance of educational resources with the latest social challenges, the potential of a new method of creating teaching tools — the method of casual illustrated narrative (CIN), which provides synergetic presentation of the language and culture of business (professional) communication in the framework of the scenario form and thus determines the possibility of building a model of the space-time continuum of professional communication, is substantiated. As a proof of the success and practical significance of the proposed strategy — the SIN method — we present the online course "Russian for Life and Work" developed in 2024 for migrant workers from CIS countries (SPbU, Uzbek national version), the results of the approbation of which led the Russian government to instruct a number of Russian universities to create additional national versions.

Использование мультимодальных текстов для развития навыков говорения на русском языке у китайских студентов

Introduction. In the context of the development of cooperation between Russia and China, the importance of communication as a means of interethnic, intercultural and interpersonal communication is increasing. The search and creation of didactic tools for the more successful development of Chinese students' speaking skills in Russian, which are communicatively significant and difficult to master, are urgent tasks. The purpose of this article is to describe the extralinguistic causes of difficulties in developing the Russian speaking skills of Chinese students and to reveal the linguodidactic potential of multimodal texts for teaching speaking in Russian. Research methods include theoretical analysis, pedagogical observation and generalization of pedagogical experience. Results. The authors of the article identify as extralinguistic reasons for difficulties in developing skills among Chinese students: the isolation of textbooks from modern communication practice, a limited number of classroom hours, the written form of passing exams in Russian at Chinese universities, excessive dependence of students on translation programs and low motivation to speak. The authors conclude that the use of multimodal texts motivate students to speak in Russian by mobilizing various channels of information, topical issues, background information about Russian culture and creating a more relaxed and natural atmosphere in the classroom. Scientific novelty. The linguodidactic potential of using multimodal texts for the development of speaking skills is revealed. Practical significance. The use of multimodal texts will help the teacher to improve the level of Russian speaking skills of Chinese students, especially in the absence of a language environment.

METHODOLOGICAL RECOMMENDATIONS FOR THE ORGANIZATION OF THE EDUCATIONAL PROCESS FOR PRIMARY SCHOOL TEACHERS' STRATEGIC COMPETENCE: INTERCULTURAL COMMUNICATION

The article provides methodological recommendations for improving the educational process for the formation of strategic competence for future teachers in the aspect of intercultural communication. The purpose of the training, its content, the approaches on which the appropriate methodology should be based, its stages, the specified means of training and their sources of selection were described. The purpose of training is the formation of a secondary language personality; the content includes substantive and procedural aspects: areas, topics, subtopics, types and styles of communication, situations, problems, linguistic and sociocultural material, non-verbal means of communication, educational and communicative strategies, texts; among the approaches, we distinguish competence, reflexive, linguistic, sociocultural, cognitive, communicative-activity, level approaches; formation of basic intercultural professionally oriented foreign language communicative competence of future primary school teachers (normative foreign language course); formation of advanced intercultural professionally oriented foreign language communicative competence of future primary school teachers (variable foreign language courses); formation of highly specialized intercultural professionally oriented foreign language communicative competence of future primary school teachers (selective specialization courses taught in a foreign language); we recommend video phonograms, phonograms, and texts as teaching aids. We emphasize that it is advisable for future primary school teachers to teach pedagogical discourse, taking into account the personal, public, professional, and educational spheres of communication.

Mapping Egyptian Translations of Israeli Literatures: Evolution, Attitudes, and Themes

This study delves into the intricate realm of Egyptian translations of Hebrew and Israeli literatures, illuminating the various attitudes of the Egyptian government, intellectual elite, and educated populace toward cultural normalization with Israel. Analyzing a corpus of over a hundred translations spanning different genres, this research outlines turning points in the evolution of translation practices from the establishment of Israel to the present day. The study unveils a complex interplay between politics, culture, and public sentiment, illustrating how translations serve various roles, ranging from instrumental polemic tools in the Israeli–Arab conflict to avenues for cultural openness and familiarity. While the prevailing norm involves refraining from publicly endorsing normalization with Israel, government policy reflects a nuanced approach that balances anti-normalization sentiments at the official level with private sector flexibility. By exploring the selection criteria governing translation, the research provides valuable insights into the preferences of the Egyptian reading public and its perceptions of Israel, peace, and intercultural exchange.

Academic Mobility as a Strategic Vector of Quality Training of Future Specialists in the Era of Globalisation and Development of Educational Innovations

The article reveals the essence and analyses the conceptual foundations of academic mobility through the prism of its impact on the quality of educational services in modern universities. The close connection between academic mobility, globalisation processes and the rapid development of educational innovations aimed at integrating national higher education systems into a unified European educational area and the global knowledge society is emphasised. It stresses that academic mobility is one of the most important features of the modern education system and an effective tool for improving the quality of human capital. Based on analysis of academic literature and legal documents, the essence of the terms «mobility» and «academic mobility» is presented and the types and forms of academic mobility are defined. It is noted that one of the indicators of successful development of the global market of educational services is international academic mobility, participation in which contributes not only to improving the quality and competitiveness of the national higher education system in the global market of educational services, but also to improving mutual understanding between peoples and cultures, optimising educational intercultural communication, creating conditions for professional and personal self-realisation, formation of highly qualified specialists capable of acting effectively in a dynamic world. The article describes international academic exchange programmes aimed at supporting research and innovation in the field of education and science.

Decoding Silence in Digital Cross-Cultural Communication: Overcoming Misunderstandings in Global Teams

This study investigates the role of silence in digital cross-cultural communication, emphasizing its potential for misinterpretation due to cultural differences and the absence of non-verbal cues. Silence, often perceived differently across high- and low-context cultures, plays a crucial role in conveying emotions and intentions. In digital spaces, the lack of immediate feedback and non-verbal richness increases the complexity of silence interpretation. This research employs a comprehensive literature review to explore how silence is used in virtual communication platforms like Zoom and Slack and its impact on global teams. The study analyzes various existing research on silence in intercultural communication and digital communication tools. Key findings reveal that silence in high-context cultures, such as Japan and China, is seen as reflective and respectful, while in low-context cultures like the United States, it is often interpreted negatively, leading to miscommunication. Furthermore, the absence of non-verbal cues in digital environments exacerbates these misunderstandings. The study also explores the potential of emerging technologies like artificial intelligence (AI) to mitigate these communication barriers by detecting and interpreting silence more effectively. The results underscore the need for cultural sensitivity in virtual teams and highlight the limitations of current AI tools in understanding cultural nuances. This research contributes to the ongoing discourse on improving intercultural communication in digital settings, offering practical implications for global teams and suggesting future directions for AI integration in digital communication platforms.

Exploring third spaces during pre‐service teacher online intercultural conversations

AbstractWe examined intercultural conversations in English between South African and Dutch pre‐service teachers during a Collaborative Online International Learning (COIL) project. Unlike traditional COIL research, which emphasizes good practices and professional development, our approach explored the significance of everyday conversations in finding common ground. Through video analysis, we explored instances when common ground fostered a third space—a hybrid, in‐between space—with the potential to promote equity and inclusivity. Results highlight how intercultural, professional, and personal conversations created temporary moments of third space. The role of “connection” in a COIL project shows how specific snapshots of intercultural communication and personal and normative conversations give alternative insights into pre‐service teacher professional development. These dynamics suggest the importance of a more humanistic approach through descriptions of small, everyday conversational snapshots. Results in this study confirm that a North‐South COIL project using English as a lingua franca is an effective way to promote inclusion and mutual understanding.

Exploring cultural and linguistic diversity in the English‐medium instruction university

AbstractThis study utilizes questionnaires, interviews, and universities’ web content and strategy documents to investigate the reasons behind the rise of English‐medium instruction in Türkiye's higher education and its implications for intercultural communication. It identifies students’ motives for choosing Türkiye, such as educational quality, cultural ties, and affordability, and universities’ aim to enhance their internationalization, linguistic and cultural diversity, reputation, and financial standing. Analysis of web pages shows that while introducing “Turkish culture,” universities often adopt an essentialist perspective that involves making nation‐level generalizations, which may risk perpetuating stereotypes. Analysis of the internationalization strategies reveals an emphasis on English for internationalization and frequent references to values and attitudes toward cultural diversity but little to no emphasis on intercultural skills and critical understanding. Universities are employing diverse efforts to attract international students, but there remains potential for more comprehensive strategies to cultivate intercultural competence.

Affective Responses, Appraisal processes, and Coping Mechanisms in Intercultural Teams: Insights from the COVID-19 Pandemic

This research study examines the challenges faced by intercultural teams and the coping mechanisms employed while working on a virtual business professional project during the COVID-19 pandemic. Drawing upon affect event theory and appraisal theory, the study sheds light on the interplay between affective responses, cognitive appraisals, and coping mechanisms adopted by teams during the pandemic crisis. The findings offer valuable insights into effective strategies for steering intercultural teams during and after pandemic crisis. These insights are beneficial for both scholars and practitioners seeking to improve intercultural communication and collaboration within virtual work settings.

On the issue of the formation of the national identity of students (on the case of universities in Kazakhstan)

Introduction. The article examines the theoretical aspects and practical possibilities of formation of national identity in universities of Kazakhstan. This problem is becoming relevant in the context of the globalization of knowledge and international integration of education, the growth of academic mobility and the expansion of intercultural communications. Aim. The aim is to explore the mechanisms of constructing national identity and strengthening the national features of educational programs of higher education based on the study and generalization of the experience of Kazakhstani universities. Methodology and research methods. Based on the content analysis of normative documents on education, the content of bachelor's degree curricula and critical understanding of foreign scientific literature, the authors attempt to fill in the gaps in understanding the mechanisms of formation of national identity in higher education in the country and show its features. Results. The authors present the results of an analysis of the structure and content of bachelor educational programs at universities in Kazakhstan for the presence of the national component in them. Тhe authors summarize that the formation of national identity among the younger generation and filling it with semantic content is considered by the Kazakh academic community as an important state task, as a foundation for the cohesion and spiritual unity of citizens of a multinational country. The mechanisms of constructing national identity in the higher education system have been developed at the state level and are implemented in university training and educational practices. The national component of bachelor's degree programs, focused on formation of national identity, is provided by the content of general education humanities and language disciplines. University programs are developed in accordance with the requirements of the State Bachelor's Degree Standard, which contains a list of compulsory subjects for studying national history and culture, Kazakh, Russian and foreign languages. The principles of academic freedom allow universities to enhance the national flavor of educational programs by filling elective courses with national content. Scientific novelty. In modern conditions, the problem of ensuring the national identity of educational programs universities does not at all seem to be an axiom that contradicts the processes of internationalization of education. Universities around the world use various mechanisms to ensure the national identity of their programs, making them more attractive to students in the context of the development of intercultural communication. Kazakh universities are still gaining experience, but it may already be of interest from the point of view of accumulating practical experience. The practical significance of the study lies in the formulation of the problem as one of the important discourses in higher education. The results of the study will make a certain contribution to the understanding of the mechanisms and factors influencing the provision of national identity of educational programs using the example of a specific country. The article contributes to the scientific conversation about the meaning of national identity and can be a contribution to the study of the problems of forming the national identity of the younger generation.

Fostering interdisciplinary intercultural citizenship with virtual reality in a world language virtual exchange project

Intercultural dialogue is an essential component of intercultural citizenship, i.e., students’ ability to address complex societal issues. With more interconnected problems comes an increased need for students to communicate and collaborate with people from differing backgrounds. This preliminary study combined the framework of Intercultural Citizenship (ICit) and the United Nations’ Sustainable Development Goals (UN SDGs) with Virtual Reality (VR) and Virtual Exchange (VE) to investigate the students’ development of ICit. Fifteen learners of German, consisting of university students of German in the United States and students studying at a German university, met in dyads or triads in VR over six weeks and worked on their independent projects in which they each addressed a societal environmental problem of their choice. Analyses of the data (pre-project and post-project surveys, weekly journal entries, project presentations) revealed that participants developed their intercultural competence and enhanced their critical language awareness. Some students showed a shift of emphasis: While at the beginning they were more concerned with linguistic elements of the German language toward the end of the project they were focused on the topic of their project. Finally, participants appreciated the VR setting for building relationships, communicating, and developing intercultural competence in an authentic setting. This study underscores the potential of advancing ICit and intercultural communicative competence (ICC) through a VR-VE format, emphasizing VR-VE’s potential in fostering relationships-building between students. It also offers students practical experience in navigating and appreciating the complexities of intercultural communication.

Chinese international students’ facework and collective face concerns in response to group criticism

ABSTRACT Based on a sample of 84 Chinese international students (54% female participants, M age = 20.49, SD = 1.43) in a U.S. university, the current study aims to integrate group criticism research with facework and collective face research. An inductive thematic analysis was conducted exploring these students’ online written responses to group criticism elicited by either an ingroup or outgroup critic in a laboratory experiment. Four themes are identified including: 1) acknowledging at first and then counterarguing, 2) the direct corrective and confronting approach; 3) elaborated defending; and 4) collective face concerns calling for a superordinate identity. The study sheds new light on Chinese international students’ responses to group criticism threatening their group image in intercultural communication contexts.