Intercultural Communicative Competence Research Articles

Virtual exchange among pre-service teachers of English as foreign language: Literature recommendations for practice

Use of technologies and online presence is now almost inevitable in language learning. The practice of virtual exchanges (VEs) has been receiving a lot of attention among educators at all levels over the past years. This research paper sheds light on 13 VEs carried out in pre-service teacher education in the last six years and proposes its own VE design based on recommendations from the literature with the future perspective of designing a specific VE for the research. The aim of the systematic review was at first to determine the exchange and interaction set-ups and the potential gains in the terms of pre-service teachers’ skills development. Afterwards, we identified areas for improvement and proposed our design of a VE between pre-service teachers of English in Slovakia and Turkey. Some of the expected contributions of the proposed VE design are development of a linguistic and intercultural communicative competence, digital literacy, and other competences relevant for development of VEs.

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.

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.

Exploring the Relationship Between Language competence and Intercultural Communicative Competence Among English as a Foreign language Learners: A Mixed-Methods Study

This study explores the relationship between language competence and intercultural communicative competence (ICC) among English as a Foreign Language (EFL) learners through a mixed-methods approach. A sample of 196 Chinese EFL learners was divided into three proficiency groups (low, intermediate, and high), with data collected through Likert-scale questionnaires and semi-structured interviews involving 16 participants. Quantitative analysis revealed that higher language proficiency is linked to improved overall ICC scores and its specific dimensions. The Kruskal-Wallis H test confirmed significant differences in overall ICC, attitude, and skill across proficiency levels, with attitude showing the strongest effect. Spearman's correlation analysis demonstrated small but significant positive correlations between English proficiency and overall ICC, attitude, and skill. Qualitative findings further enriched the quantitative results, emphasizing the foundational and catalytic role of language competence in enhancing ICC and its dimensions. However, participants acknowledged that language competence alone is insufficient for fully successful intercultural interactions. This study expands Byram’s model by offering detailed insights into the intricate relationship between language competence and various ICC dimensions. The study recommends that to fully cultivate ICC, it is essential to integrate the development of language competence into instructional practices.

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.

Bridging the Intercultural Divide: Sensitivity and Competence in Moroccan EFL Classrooms

Globalisation has thrust English into the spotlight as a lingua franca and amplified ELT calls to prioritise intercultural communication. Still, there is a crucial gap when it comes to giving teachers the Intercultural Communication Sensitivity (ICS) they need to help their students develop Intercultural Communicative Competence (ICC).This study examines the Intercultural Communication Sensitivity (ICS) of Moroccan English as Foreign Language (EFL) teachers. The research investigates the gap between language proficiency and Intercultural Communicative Competence (ICC). The study surveyed 39 EFL teachers using the AISS. Key results reveal that they possess robust ICS, which enable them to engage respectfully and openly with people from different cultures. The study also explored potential factors influencing ICS, such as age, gender, and experience in English-speaking countries. More importantly, no significant correlation was found between Total Sensitivity and Socio-demographic Factors. The results send a clear message to stakeholders that the Moroccan context is conducive to developing Intercultural Competence Sensitivity.

Mobile-enhanced virtual exchanges through asynchronous video interaction: Learners as ethnographers in the L2 classroom to promote intercultural communicative competence

This practice report focuses on the integration of virtual exchange (VE) with mobileassisted language learning (MALL), where learners act as ethnographers within the context of language education. This VE model harnesses mobile technology capabilities to exchange personal and immersive cultural insights through asynchronous video content using Flip.com. The model consists of three integrated sections: Preparation, Intercultural Exchange, and Reflection. This report covers a pilot implementation of the mobile-enhanced VE model to evaluate the outcomes on Intercultural Communicative Competence (ICC). The project lasted eight weeks, covering various topics, such as greetings, food, and education. Participants were L2 learners of Spanish in the United States and L1 Spanish speakers in Spain. Outcomes were evaluated through a survey where students in the United States self-assessed their perceived ICC gains. This survey, grounded in Byram’s (2009) ICC model, measured changes in students’ attitudes, knowledge, skills of interpreting and relating, skills of interaction, and critical cultural awareness. Students reported substantial improvements in all areas of ICC, highlighting enhanced engagement and understanding of the target culture facilitated by the mobileenhanced VE model. This report provides insights for the incorporation of mobile technology for VE projects in L2 settings, emphasizing its role in expanding global interconnectedness and deepening intercultural learning among learners by offering a more dynamic, authentic, and immersive learning experience.

Why not learn with children? A model of intercultural and intergenerational learning through Mandarin as a second language in higher education

ABSTRACT This study develops an intercultural and intergenerational model for teaching Mandarin as a second language, aimed at enhancing international students' intercultural communicative competence. Three native Mandarin-speaking kindergarten children in Taiwan, with no English knowledge, participated in a university Mandarin class with international students. They interacted exclusively in Mandarin, engaging in tasks like introductions, surveys, and storytelling. Students later provided community services, reading to Taiwanese kindergarteners in Mandarin. Through action research, including teacher logs, reflections, and interviews, the model was shown to improve students' attitudes, interpretation skills, and critical cultural awareness.

INTERCULTURAL COMMUNICATION COMPETENCE OF HEALTHCARE PROFESSIONALS CARING FOR PATIENTS FROM DIVERSE CULTURES

This research aims to examine the intercultural communication competence of healthcare professionals providing care and treatment to patients from different cultures. It evaluates the impact of intercultural communication on the quality and effectiveness of healthcare services. Method: The research was conducted with the participation of 280 healthcare professionals working at Alanya Alaaddin Keykubat University Hospital. Data were collected using the Intercultural Sensitivity, Intercultural Effectiveness, and Intercultural Awareness scales. Data analysis was performed using SPSS 25.0, and non-parametric tests were used for data that did not follow a normal distribution. Findings: Of the participants, 67.8% were female, 74.7% were under 25 years old, and 81.6% were single. In terms of education, 36.8% had an associate degree, and 44.8% had a bachelor's degree. The effects of demographic variables such as gender, marital status, and work department on intercultural competence were examined. Women scored higher than men in the Identity Protection sub-dimension, while married individuals scored lower than singles in the Cultural Communication Awareness sub-dimension. Paramedics had higher intercultural effectiveness scores compared to nurses. Discussion: The duration of experience significantly affected the Comfort in Communication sub-dimension. Higher education levels were associated with increased intercultural sensitivity and effectiveness scores. Those who received intercultural patient care training had higher scores, and those willing to work with patients from different cultures had higher intercultural sensitivity and effectiveness scores. Conclusion: These findings emphasize the importance of intercultural training and development programs to improve the quality of healthcare services. Enhancing healthcare professionals' intercultural communication skills is crucial for increasing patient satisfaction and the effectiveness of healthcare services.

The Impact of AI on Enhancing Students’ Intercultural Communication Competence at the University Level: A Review Study

This systematic review explores the transformative role of Artificial Intelligence (AI) and Information and Communication Technologies (ICT) in enhancing intercultural communication competence (ICC) at the university level. As AI increasingly integrates into educational settings, its potential to revolutionize student learning and cultural interactions is profound. The review synthesizes findings from 11 empirical studies conducted globally, assessing the impact of AI-driven tools, such as chatbots and virtual reality simulations, on students' ability to handle cultural differences. While AI offers significant benefits in personalizing learning and fostering immersive cultural experiences, challenges remain, particularly in ensuring cultural sensitivity and addressing inequalities in technology access. The review stresses the need for careful integration of AI in education, cautioning the audience about potential pitfalls and emphasizing the importance of human oversight to reduce biases and enhance cultural understanding. The pedagogical implications stress the importance of blending AI with traditional teaching methods to create inclusive learning environments that prepare students for globalized society's demands. The review also identifies areas for future research, including the long-term impact of AI on ICC and the ethical considerations surrounding AI use in education. In the end, this study contributes to the ongoing discourse on AI's role in shaping the future of intercultural education.

THEORETICAL APPROACHES TO SOCIO-CULTURAL COMPETENCE AND ITS DEVELOPMENT PROCESSES IN EDUCATION

This article analyzes the theoretical approaches to the term “socio-cultural competence” and its role in the educational process. Various interpretations of this concept by different authors are examined, highlighting the significance of socio-cultural competence in language learning, intercultural communication, and personal development. The role of socio-cultural competence in foreign language teaching and its connection with communicative abilities is discussed. The article also addresses the importance of socio-cultural competence in shaping the ethical values of future managers and young people. It is emphasized that the harmony between national and universal values serves as a foundation for developing a culture of communication in educational institutions.

Intercultural communication and competence: practices at the education level

The present article focuses on the main theoretical aspects of the intercultural communication and intercultural competence in order to propose appropriate practices to be promoted at the education level. Based on the theoretical framework of Auerneheimer about intercultural communication and the challenges than can create barriers to intercultural communication we argue about the prerequisite of intercultural competence in order to propose certain practices in different levels of education

ENHANCING INTERCULTURAL AND PROFESSIONAL COMMUNICATIVE COMPETENCE OF PRESCHOOL ENGLISH LANGUAGE TEACHERS THROUGH COLLABORATIVE LEARNING

This research investigates a new collaborative learning strategy and its potential to significantly enhance preschool English teachers' professional intercultural and communicative competence in Kazakh higher education. This research aims to provide valuable insights into how CL can enhance preschool English language teachers' intercultural and professional communicative competence. Traditional teacher education programs often prioritize linguistic and pedagogical skills while neglecting the intercultural dimensions of teaching. This gap in teacher education presents significant challenges in adequately preparing educators to meet the needs of a multicultural student population. To address these challenges, this study explores the following research questions: the extent to which the Collaborative Learning for Intercultural and Professional Communication Framework enhances preschool English language teachers' intercultural and communicative competence and the perceived challenges and successes of implementing the Framework in multicultural classrooms. The findings are expected to benefit educators, curriculum designers, and policymakers working to improve teacher training programs in Kazakhstan and other similar educational contexts. The results indicate that this innovative strategy is highly effective in improving teachers' intercultural and communicative skills, offering promising prospects for their professional growth in a multicultural educational setting. These findings have significant implications for you as an educator, curriculum designer, or policymaker, inspiring you with the potential of this strategy to enhance teacher training programs in Kazakhstan and similar educational settings.

Korean English Textbooks and the Curricular Goal of Cultivating Intercultural Communicative Competence

Korean English Textbooks and the Curricular Goal of Cultivating Intercultural Communicative Competence

Intercultural communication skills and student mobility in Morocco

This study examines intercultural communication competence among international students in Morocco, taking as a sample the Ecole Nationale des Sciences Appliquées (ENSA) in Tétouan. The survey of 26 students assessed six key aspects: intercultural communication skills, culture shock, general satisfaction, cultural awareness, intercultural sensitivity and language proficiency. The results show that 58% of students have a high level of intercultural competence. Culture shock is evenly distributed between high, moderate and low levels. Overall satisfaction is high, with 80% of students satisfied with their experience. Cultural awareness and intercultural sensitivity are also high among the majority of participants. In linguistic terms, there was significant progress in Arabic, while the level of French was generally high. The study highlights the crucial importance of intercultural communication skills in the success of international student mobility in Morocco. It highlights areas requiring particular attention, such as support for students experiencing significant culture shock and the continuous improvement of language skills. Despite certain limitations, in particular the size of the sample and the focus on a single institution, this research provides insight into the role of intercultural communication in the success of international student mobility in Morocco.

DEVELOPING INTERCULTURAL COMPETENCE IN TOURISM STUDENTS ALONGSIDE LANGUAGE LEARNING

This paper explores the development of intercultural competence in tourism students alongside language learning, emphasizing its critical role in preparing students for the global tourism industry. Drawing from Byram’s framework of intercultural communicative competence and Deardorff’s assessment models, the study highlights the integration of language and culture in educational settings. It also analyzes the contributions of intercultural education programs, showing how they enhance students’ cultural sensitivity and communication skills. The findings demonstrate the necessity of fostering intercultural awareness and competence to improve students’ professional adaptability in diverse cultural environments.

이주배경 중등학습자를 위한 한국어 교재 《표준 한국어 의사소통》 분석 -상호문화 의사소통 역량을 중심으로-

This study aims to analyze whether the "Standard Korean Communication" textbooks (Volumes 1-4) for secondary school students with migration backgrounds adequately reflect educational values that respect and facilitate communication across diverse cultural backgrounds, in line with the principles of intercultural competence. To achieve this, the study evaluated the textbooks based on Byram's (2021) concept of intercultural communicative competence, focusing on the diversity of illustrations (external composition) and the appropriateness of the cultural content presented (internal composition). The results showed that while the diversity in terms of nationality and gender among the characters was well reflected, the illustrations did not sufficiently convey this diversity. In terms of internal composition, the cultural sections primarily focused on the initial stage of intercultural competence, which is 'knowledge,' and lacked elements necessary for developing 'skills' and 'attitudes.' Consequently, the study suggests that future textbook development should more clearly incorporate cultural diversity in both illustrations and educational content, and enhance the elements that foster 'skills' and 'attitudes' for deepening intercultural understanding.

Intercultural Communication Competence and Loneliness Among Out-Of-Town Students from Central Kalimantan

Out-of-town students from Central Kalimantan in the Special Region of Yogyakarta and Central Java face challenges in adapting, becoming independent, and dealing with socio-economic difficulties, as well as experiencing a phenomenon of loneliness. This study explores the relationship between intercultural communication competence and their level of loneliness. The study uses a quantitative method with a correlational design and collects data through an online survey using a questionnaire that measures intercultural communication competence with the Intercultural Effectiveness Scale (IES) (α = 0.867) and level of loneliness with the UCLA Loneliness Scale (Version 3) (α = 0.925). The survey involved 235 overseas students from Central Kalimantan aged 18 to 24 years studying at various universities in DIY and Central Java, using the snowball sampling technique. Data analysis was performed using SPSS version 23 with tests for normality, linearity assumptions, and hypothesis testing with Pearson correlation. The analysis results show a significant negative relationship between intercultural communication competence and level of loneliness (r=−0.795; p=0.000), indicating that the higher the intercultural communication competence, the lower the level of loneliness felt by students. This study emphasizes the importance of developing intercultural communication competence in reducing the level of loneliness in ouf-of-town students.Mahasiswa rantau asal Kalimantan Tengah di Daerah Istimewa Yogyakarta (DIY) dan Jawa Tengah menghadapi tantangan dalam penyesuaian diri, mandiri, dan kesulitan sosial-ekonomi, serta terjadi fenomena kesepian sehingga penelitian ini mengeksplorasi hubungan antara kompetensi komunikasi lintas budaya dengan tingkat kesepian mereka. Penelitian ini menggunakan metode kuantitatif dengan desain korelasional dan mengumpulkan data melalui survei daring menggunakan kuesioner yang mengukur kompetensi komunikasi lintas budaya dengan skala Intercultural Effectiveness Scale (IES) (α = 0,867) dan tingkat kesepian dengan skala UCLA Loneliness (Version 3) (α = 0,925), melibatkan 235 mahasiswa rantau asal Kalimantan Tengah yang berusia 18 sampai 24 tahun dan menempuh pendidikan di berbagai universitas di DIY dan Jawa Tengah, dengan teknik snowball sampling, analisis data dilakukan menggunakan SPSS versi 23 dengan uji asumsi normalitas, dan linearitas, serta uji hipotesis korelasi Pearson. Hasil analisis menunjukkan adanya hubungan negatif yang signifikan antara kompetensi komunikasi lintas budaya dengan tingkat kesepian (r=−0,795; p=0,000), menunjukkan bahwa semakin tinggi kompetensi komunikasi lintas budaya, semakin rendah tingkat kesepian yang dirasakan oleh mahasiswa. Penelitian ini menegaskan pentingnya pengembangan kompetensi komunikasi lintas budaya dalam mengurangi tingkat kesepian pada mahasiswa rantau.

Exploring a Mobile Technology-Driven Model for Intercultural Communication Education

In the context of accelerating globalization, intercultural communication competence has become a crucial element for the success of individuals and organizations. The frequent international interactions have underscored the importance of enhancing methods for improving intercultural communication skills within the educational sector. The rapid advancement of mobile technology offers unprecedented opportunities for educational innovation. Its convenience and widespread use have made mobile device-based learning models highly attractive. Particularly, advancements in real-time speech processing technologies have provided new tools and methods for intercultural communication education. By leveraging mobile real-time speech detection and synthesis technologies, a more interactive and personalized learning experience can be achieved, thereby enhancing the efficiency and effectiveness of language learning. This study aims to explore a mobile technology-based model for intercultural communication education and is divided into three main parts: firstly, the investigation of mobile real-time speech detection technologies aimed at intercultural communication education to provide instant feedback and improvement suggestions; secondly, the exploration of mobile real-time speech synthesis technologies to generate high-quality speech samples for learners to practice against; and thirdly, the integration of the aforementioned technologies to develop a flexible, efficient, and highly interactive learning system based on mobile technology. This study is expected to not only improve the effectiveness of intercultural communication education but also provide significant references for the innovative application of educational technologies.

Asynchronous virtual exchange and young English learners’ intercultural communicative competence

Abstract Virtual Exchange, by definition, connects groups of students in different countries for online intercultural communication (Lewis & O’Dowd, 2016). This exploratory study presents and analyses an asynchronous video exchange between sixth grade students in two countries with the goal of exploring which of Byram’s objectives for intercultural communicative competence (2021) can be addressed with young learners. The asynchronous video exchange project presented in this article was carried out between young English learners in Germany and English L1 speakers in the United States. Transcripts and observation notes from project meetings in Germany and transcripts of two videoconferences held with the two groups at the beginning and end of the exchange were analyzed qualitatively using Byram’s objectives for intercultural communicative competence (2021) as deductive codes in order to reveal which objectives were addressed during the exchange project. Eighteen of Byram’s 30 objectives were addressed to some degree in the current project. Those objectives will be discussed and considerations for future exchanges will be presented in view of these initial results.