Intercultural Communication Skills Research Articles

Research on Intercultural Communication Ability Training Strategies in College English Education in Cangzhou Open University in Hebei Province, China

As economic globalization continues to advance, the importance of Chinese-English intercultural communication skills becomes increasingly evident. In order to effectively cultivate more skilled professionals in society, this study observed and investigated the English language teaching environment and situation at Cangzhou Open University. Through questionnaire surveys and face-to-face interviews with students and English teachers, the researcher collected relevant data and content, and identified existing issues in intercultural communication within English teaching.By the analysis of the data and the scientific classification of the conversation content summary, the researcher proposed effective methods for improving current English language teaching methods and recommended effective intercultural communication cultivating strategies in English teaching.

A Comparative Case Study of GELT Implementation in U.S.‐Based University English Language Programs

AbstractThe increased global use of English has brought calls for a reconceptualization of English language teaching (ELT). Despite several frameworks for implementing Global Englishes (GE) into ELT, little research considers the effects of curriculum intervention or how such intervention varies across contexts. Addressing this gap, this comparative case study examines two graduate‐level English language instructors who completed a ‘GE Pedagogies’ course in fall 2022 and implemented the skills gained in their spring 2023 teaching. Data was elicited through teacher research, with an analytical emphasis on the teachers' reflection journals. We present a narrative for each teacher that describes their processes for implementing GE into their courses. Comparative analysis of the two narratives indicated that despite a shared goal to raise students' awareness of GE and develop intercultural communication skills, one teacher's practices were more limited due to the specific needs of her course. As such, she had to pursue GE goals through somewhat different means. Our findings indicate that while implementing GE into ELT is indeed possible, flexibility in reference to how this is done is required.

Investigating the Impact of Cultural Awareness on Language Learners' Motivation and Proficiency

Learning multiple languages is advantageous for individuals engaging with diverse communities across borders. However, language barriers and miscommunication have posed significant challenges, prompting learners to improve their foreign language skills, knowledge, and expertise. A lack of cultural awareness and sensitivity has hindered learners from successfully mastering foreign languages. The inability of the UK and European populations to promote diversity and inclusion, coupled with disrespectful attitudes towards other cultures, contributes to their struggles in language acquisition. To address these issues, active engagement in cultural activities can boost motivation and proficiency in language learning. Exploring Hofstede's six dimensions of cultural competency reveals that American learners exhibit lower anxiety levels than Korean learners in language training classrooms due to high individualism. Conversely, the high power distance in China, compared to Mongolia and Hungary, results in Chinese students being less interactive and assertive in classrooms. Limited interaction negatively impacts students' psychological and behavioral development, highlighting the importance of fostering intercultural communication skills. Thus, cultural factors have been elaborated with the implementations of Lewis's cultural competency model, which has elaborated that nations worldwide can be segregated into three categories based on their cultural beliefs such as linear-active, multi-active, and reactive. Among these three categories, reactive has been identified as the most flexible, people-oriented, and culturally aware nation, wherein most Asian countries like India, Malaysia, Korea, and Thailand belong. It has been identified that due to a lack of cultural awareness, the students have been confronting significant issues in confidently learning new languages with the inability to speak appropriate terms and pronounce them properly. Participation in cultural activities and training on intercultural communication might be helpful in mitigating cross-cultural issues in new language learning.

EFL Teachers’ Attitudes Towards a Glocalized Approach: An International, Mixed-Methods Study

Glocalization is the practice of combining global and local approaches. In English language teaching, it involves adapting materials to reflect the students’ local environment while still equipping them with intercultural communication skills. Nevertheless, it is a phenomenon that teachers are unfamiliar with in many parts of the world. Guided by glocalization research, this study aims to study the teaching practices of university instructors of English as a foreign language (EFL) in Yemen, Algeria, and France, as well as their attitudes towards glocalization. A mixed-methods approach was adopted, including both a questionnaire addressed to 78 teachers and interviews with a select group of 21 EFL professors and instructors working in the three countries, to understand and analyze their use of a glocalized approach for teaching EFL. The results revealed that EFL teachers in all three countries recognized the importance of applying a glocalized approach in their classrooms and used a variety of strategies, technologies, and materials to implement it. Finally, the study found no significant differences in the attitudes of EFL teachers in Yemen, Algeria, and France towards adopting glocalized approaches. Still, some noticeable differences can be observed, particularly in how teachers in the different countries glocalized their classrooms. French participants, for example, focused on the types of documents studied in class and how they were selected, while the Algerian and Yemeni participants focused their comments on their general strategies. This study highlights the awareness of EFL teachers of the importance of including local values while teaching a foreign language to their students.

Intercultural communicative competence among Indonesian migrant workers in Malaysia: a qualitative exploration.

Millions of Indonesian migrant workers have sought employment in Malaysia during the last three decades. Many of them are skilled and unskilled laborers, and their incorporation into the host society's labor market has the potential to improve their own quality of life while also contributing significantly to the country's economy. However, Indonesian migrant workers encounter numerous problems in their professional and personal lives. Therefore, this study aims to investigate the intercultural communicative competence (ICC) factors as one of the Indonesian migrant workers' strategies. This is qualitative exploratory research on the factors of ICC in the integration of Indonesian migrant workers into the Malaysian labor market. Focus groups were used to obtain data from 16 Indonesian migrant workers who had already successfully integrated into the Malaysian workforce as well as newcomers who were in the process of integrating into the local culture. In addition, interviews have been conducted with the 13 employers to complement the data from the migrant workers. The data was analyzed using rounds of deductive and inductive coding and analysis based on the five components of Byram's model. The findings suggest that practicing intercultural communication skills can help migrant employees overcome cultural difficulties in the Malaysian labor market. The Indonesian migrant workers and their employers also indicated that they have an advantage in cultural integration due to the cultural similarities. The paper discusses the implications of the findings in terms of ICC training offered to migrant workers themselves (culture and language) and to professionals who work with them, with the goal of facilitating and promoting Indonesian migrant workers' labor market integration.

USING INTERCULTURAL COMMUNICATIVE COMPETENCE DIMENSIONS IN MANAGING MULTICULTURAL TEAM PERFORMANCE

This article provides the relevance and effectiveness of intercultural communication competence for managing multicultural teams within Kazakhstan-based international companies. This research seeks to assess project managers and team members’ knowledge, attitudes and skills related to intercultural communication competence. Byram’s model of intercultural communication competence will be utilized with its emphasis on cultural knowledge and attitudes. This study’s significance lies in its focus on cross-cultural management and communication in diverse work environments, using quantitative survey research methodologies conducted among project managers and team members in Kazakhstan international companies. The purpose is to investigate whether project managers and team members from multinational companies in Kazakhstan, operating in diverse cultural settings, possess the ability to identify elements of cross-cultural communicative competence while overseeing their teams and supervising the performance of their subordinates. Data analysis offers insights into intercultural communication competence knowledge, attitudes and skills within their specific context. These findings contribute to existing knowledge on intercultural communication competence and its application in managing multicultural teams, emphasizing the significance of cultural knowledge, positive attitudes toward diversity and effective communication skills for achieving successful project results. Furthermore, the results can provide practical implications for project managers and organizations looking to enhance their intercultural communication competence.

Образ учителя в немецкоязычном и русскоязычном дискурсе трудоустройства (на материале объявлений о вакансиях)

This article is devoted to a comparative analysis of the representation of the image of a foreign language teacher in the employment discourse in two linguistic cultures. The relevance of the research topic is due to transformations in the educational sphere, the trend towards increasing the importance and prestige of the teaching profession in the Russian society, as well as the need for competent training in intercultural communication skills in the modern world. The purpose of this article is to identify the content components of the teacher’s image and the features of their representation in job advertisement texts. The research material was Russian and German job advertisements for foreign language teachers in the amount of 300 texts. The methodological basis of the study is the cognitive and discursive paradigm. In accordance with the goal, the comparative analysis method was used in the work. The authors believe that in the Russian linguistic culture one can distinguish the image of a secondary school teacher and a teacher or tutor in private schools. Consequently, the content components of the image, which include professional competencies, personal qualities, and working conditions, will differ: a private school teacher is presented as a creative, motivated teacher who is provided with both methodological support and various digital tools. A secondary school teacher is a person who performs not only pedagogical tasks, but also organization and management work. A comparative analysis showed that in the German employment discourse, a teacher is, first of all, a “team player.” The main difference between the images of a teacher represented in German job advertisements is the so-called “gender neutrality”. In the Russian employment discourse, a trend has been noted towards the transition of foreign language teaching to an online format. In the pragmalinguistic aspect, in both linguistic cultures, age restrictions are revealed through an informal address to a potential employee, while in German job advertisements, emotional and evaluative vocabulary explicates the employer’s interest.

The acquisition of intercultural competence among international and domestic students in China through an internationalisation at home programme

ABSTRACT Guided by a theoretical discussion on the effect of internationalisation at home (IaH) practices on students’ acquisition of intercultural competence, we used reflexive journals and semi-structured interviews to examine 10 international and 20 domestic students’ goals, progress, and challenges in their engagement in an IaH intercultural programme. Thematic data analysis revealed that challenges, including insufficient foreign language competence, social and cultural background knowledge, intercultural awareness, and intercultural communication skills impeded students’ intercultural engagement. Mutual sharing and support, collaborative discussion, and critical reflection provided them with more intercultural engagement and facilitated acquisition of intercultural competence. Comprehensive programme improvement suggestions are proposed.

Promoting Cross Cultural Understanding through English Language Education: A Comparative Study in Different Educational Level

This study explores the advancement of cross-cultural comprehension via English language education, with a specific focus on a comparative analysis spanning diverse educational levels. The research delves into the examination and differentiation of the impact of English language instruction on cultural awareness and sensitivity in various educational environments. It places a critical lens on the role of language education in breaking down cultural barriers and fostering skills in intercultural communication. Utilizing a comparative methodology, the investigation evaluates the effectiveness of English language education in promoting cross-cultural understanding across primary, secondary, and tertiary educational stages. The outcomes of this study provide valuable insights that contribute to the ongoing discourse surrounding the enhancement of intercultural competence through language education in diverse educational settings. The findings offer a nuanced understanding of how language education can play a pivotal role in cultivating cross-cultural awareness at different levels of the educational spectrum, shedding light on practical strategies for fostering intercultural communication skills. Ultimately, this research aims to inform educators, policymakers, and practitioners on the significance of incorporating cross-cultural elements into English language education to foster a more interconnected and culturally sensitive global community.

Analysis ofTeaching Methods in Korean Language Education

With the global spread of Korean culture, Korean language education has received unprecedented attention. However, there are still some teaching loopholes and methodological challenges in the teaching practice of the Korean language, and the innovation and optimisation of Korean language teaching methods are particularly important, which is not only related to the effciency of language knowledge transfer, but also to the cultivation of intercultural communication skills. In this paper, we will take the Korean language teaching methods as the re-search object, analyse the defciencies in university Korean language teaching, and meticulously analyse the teaching methods inside and out-side the classroom, with the aim of providing feasible suggestions for teaching practice.

An Experiential Learning Opportunity in Norway: Computation for Bioengineering and Mechanical Engineering Students.

The global learning initiative at Northeastern University is focused on fostering intercultural communication skills. The Dialogue of Civilization (DOC) program serves as a mechanism to achieve such a goal by offering faculty-led international experiences. In this paper, we have presented a detailed account of a DOC program that took place in Norway. The primary objective of the program was to teach mechanical engineering and bio-engineering students computational skills while stimulating critical thinking about the cultural and social aspects of technology and engineering in Norway. The program focused on two courses: a technical course and a special topics course. The technical course introduced students to finite element analysis, with practical applications and site visits in Norway to enhance experiential learning. In the special topics course, the interplay between modern technologies, like green energy, state policies, and the rights and traditions of the indigenous Sámi people was explored. The course highlighted both the progressive social policies in Norway and the historical discrimination against the Sámi. Student feedback was positive and experiential learning components such as guest lectures and site visits were particularly appreciated. Additional surveys showed that students' self-confidence was higher following the DOC program. In addition, female-identifying students had higher confidence in their future success after completion of this program as compared to their male-identifying counterparts. Our paper is expected to serve as a resource for educators seeking to integrate technical education with intercultural experiences and discussions on social and cultural impacts in engineering.

Strategies for Cultivating Students' Intercultural Communication Skills in Higher Vocational English Education

Under the background of globalization and the informationization era, higher vocational English education is facing unprecedented challenges and opportunities. The cultivation of intercultural communicative competence has become a hot topic in the field of education, especially for higher vocational students, this competence is not only related to the effect of language learning but also directly affects the competitiveness and adaptability in the internationalized workplace in the future. At present, the following major problems exist in the cultivation of students' intercultural communication competence in higher vocational English education, the disconnection between teaching materials and actual intercultural communication requirements, the limitations of teachers' intercultural teaching awareness and methods, the insufficiency of students' intercultural experience and awareness, and the insufficiency of the school's educational resources and platforms. Based on this, this paper aims to discuss how to effectively improve students' intercultural communication competence in higher vocational English education, analyze the problems existing in the current educational practice, and propose corresponding improvement strategies.

Cultural Values and Intercultural Sensitivity among College of Teacher Education Students

Most university and college students are susceptible to prejudice, stereotype, or even discrimination towards individuals or groups of people from different cultures. This confluence of concerns has occurred both within and outside the educational sector. As a result of this alarming predicament, this study aims to determines the relationship between cultural values and intercultural sensitivity among College of Teacher Education students officially enrolled for the Academic Year 2022–2023 in the University of Mindanao in Matina, Davao City. With a total population of 2,054 students in the College of Teacher Education program, the researchers obtained a total of 324 respondents, which was calculated using the Raosoft sample size calculator. This study used convenience sampling and a descriptive correlational research design. The Mean, Standard Deviation, and Pearson Product Correlation were utilized as statistical techniques. The overall findings show that the level of cultural values is high, with a mean score of 4.46 and a standard deviation of .38, while the level of intercultural sensitivity is also high, with a mean score of 4.44 and a standard deviation of .40. This indicates that the cultural values and intercultural sensitivity among undergraduate teachers at the University of Mindanao are highly manifested. Furthermore, the p-value of .000, states that there is a significant relationship between cultural values and intercultural sensitivity. The r-value of .622* also indicates a moderately positive (direct) correlation between cultural values and intercultural sensitivity. Finally, the study's overall results affirm that cultural values have a significant (direct) relationship with the intercultural sensitivity of the College of Teachers Education students at the University of Mindanao. It concludes that students better understand and appreciate cultural diversity. In this sense, future educators have practical intercultural communication skills and collaboration among people of diverse cultural backgrounds. Thus, it creates an inclusive and equitable environment for civically competent individuals in a pluralistic society.

Examining the Significance of Intercultural Communicative Competence Development in Trainees during Pre-service Training.

The aim of this study is to discuss the need for improved intercultural communicative competence (ICC) training for pre-service Chinese as a Second Language (CSL) teachers who travel abroad to teach. Previous studies have shown that pre-service CSL teachers often struggle with intercultural communication, and this study investigates the reasons behind their difficulties and suggests ways to address them. The researchers used the Intercultural Sensitivity Scale (ISS) and the Intercultural Effectiveness Scale (IES) to measure the ICC of 217 pre-service CSL teachers. The study found that while pre-service CSL teachers have strong intercultural communicative emotional ability, their behavioral ability in intercultural communication is weak. In particular, they lacked skills in interactive control, interactive relaxation, identity management, information skills, and behavioral flexibility. The study proposes several strategies to improve ICC training for pre-service CSL teachers. One potential approach is the use of Computer Assisted Language Learning to provide teacher-trainee students with opportunities to practice intercultural communication skills in simulated contexts, receive personalized feedback, and engage with authentic materials and cultural information relevant to their host country. CALL could also facilitate communication between pre-service CSL teachers and former CSL teachers, providing a platform for information exchange and additional psychological support. The study also suggests that pre-service training should distinguish between foreign language learning and intercultural communication skills training. Specifically, it recommends that foreign language proficiency should be improved, while training should focus on educational culture and work culture in the host country, rather than providing a general introduction to the national conditions of the country. Finally, the study proposes that pre-service training should establish contact between pre-service CSL teachers and former CSL teachers as early as possible so that trainees can learn specific relevant information in advance, which can help them get ready, avoid intercultural communication mistakes, and obtain additional psychological support. By incorporating CALL and addressing the areas of weakness identified in the study, pre-service CSL teachers can be better prepared to navigate the challenges of intercultural communication and provide effective and culturally sensitive instruction abroad.

OPTIMIZING PEDAGOGICAL CONDITIONS FOR STUDENT INTERNATIONALIZATION IN HIGHER EDUCATION INSTITUTIONS

As higher education institutions increasingly globalize, the importance of providing optimal pedagogical conditions for students engaged in internationalization becomes paramount. This article explores various organizational strategies and pedagogical approaches to enhance the educational experience of students in the context of internationalization. Drawing on existing literature and empirical evidence, this paper discusses the significance of cultural competence, language proficiency, intercultural communication skills, and supportive learning environments in fostering successful internationalization initiatives. It also highlights the role of technology, collaborative learning, and experiential learning opportunities in facilitating cross-cultural understanding and academic success among students in higher education institutions. Overall, this article aims to provide insights and recommendations for educators and administrators to effectively organize pedagogical conditions that promote the internationalization goals of their institutions.

Enhancing Language Competence through Cultural Diversity: Exploring EFL Teaching Strategies in Kazakhstan

This paper examines the role of cultural diversity in enhancing language competence, focusing on English as a Foreign Language (EFL) teaching strategies in Kazakhstan. In an increasingly interconnected world, the interaction between language learning and cultural diversity is pivotal. This study adopts a qualitative research approach, involving interviews with EFL teachers and observations in Kazakhstani classrooms. It explores how educators incorporate cultural diversity into their teaching practices to improve language competence. The findings indicate that cultural-inclusive teaching strategies not only foster a deeper understanding of the English language but also enhance critical thinking and intercultural communication skills among students. The study highlights the use of diverse literary texts, multimedia resources, and interactive activities that reflect different cultural perspectives. Challenges such as the need for teacher training in cultural diversity and the adaptation of teaching materials to local contexts are discussed. The paper concludes with recommendations for integrating cultural diversity in EFL teaching and potential areas for further research. This study contributes to the broader discourse on multicultural education and its impact on language learning.

Evaluating the impact of 'Ask the Specialist Plus': a training program for improving cultural safety and communication in hospital-based healthcare.

First Nations peoples in colonised countries often feel culturally unsafe in hospitals, leading to high self-discharge rates, psychological distress and premature death. To address racism in healthcare, institutions have promised to deliver cultural safety training but there is limited evidence on how to teach cultural safety. To that end, we created Ask the Specialist Plus: a training program that focuses on improving healthcare providers intercultural communication skills to improve cultural safety. Our aim is to describe training implementation and to evaluate the training according to participants. Inspired by cultural safety, Critical Race Theory and Freirean pedagogy, Ask the Specialist Plus was piloted at Royal Darwin Hospital in Australia's Northern Territory in 2021. The format combined listening to an episode of a podcast called Ask the Specialist with weekly, one-hour face-to-face discussions with First Nations Specialists outside the clinical environment over 7 to 8 weeks. Weekly surveys evaluated teaching domains using five-point Likert scales and via free text comments. Quantitative data were collated in Excel and comments were collated in NVivo12. Results were presented following Kirkpatrick's evaluation model. Fifteen sessions of Ask the Specialist Plus training were delivered. 90% of participants found the training valuable. Attendees enjoyed the unique format including use of the podcast as a catalyst for discussions. Delivery over two months allowed for flexibility to accommodate clinical demands and shift work. Students through to senior staff learnt new skills, discussed institutionally racist systems and committed to behaviour change. Considering racism is commonly denied in healthcare, the receptiveness of staff to discussing racism was noteworthy. The pilot also contributed to evidence that cultural safety should be co-taught by educators who represent racial and gender differences. The Ask the Specialist Plus training program provides an effective model for cultural safety training with high potential to achieve behaviour change among diverse healthcare providers. The training provided practical information on how to improve communication and fostered critical consciousness among healthcare providers. The program demonstrated that training delivered weekly over two months to clinical departments can lead to positive changes through cycles of learning, action, and reflection.

An Introduction to the Dissemination of Chinese Culture in English Teaching in Colleges and Universities

Language and culture are closely related, and understanding the cultural knowledge embedded in the process of language learning is an important goal of English teaching in colleges and universities. At present, the dissemination of Chinese culture in English teaching in colleges and universities is lacking, which affects the improvement of students’ intercultural communication skills. In order to effectively solve such problems, we need to take effective measures to disseminate Chinese culture by combining teaching content and students’ characteristics. This paper summarizes the problems of Chinese culture dissemination in English teaching in colleges and universities, and explores effective countermeasures and teaching considerations, hoping to provide teachers with valuable guidelines.

An Investigation of the Intercultural Communicative Competence of Students from Sino-foreign Joint Education Program in HBUT

This study employed a questionnaire survey to assess the intercultural communicative competence (ICC) of 113 students enrolled in the Sino-foreign Joint Education Program at Hubei University of Technology. The Assessment of Intercultural Competence of Chinese College Students (AIC-CCS) was utilized to investigate their ICC. The findings indicate that the participants’ overall ICC reached an intermediate level. Notably, proficiency in knowledge pertaining to domestic culture is the highest, while competence in understanding foreign culture is comparatively lower. The study identifies varying degrees of influence among the six dimensions of ICC, with knowledge related to foreign culture and intercultural communicative skills demonstrating a more pronounced positive impact on overall ICC levels. Furthermore, students who participated in intercultural courses exhibited significantly higher ICC compared with their counterparts who did not partake in such courses.

Study on the Importance of Promoting Intercultural Teaching of Foreign Languages through Textbook Development

In an era of increasing globalization, foreign language education has evolved beyond simply imparting language knowledge and now emphasizes the cultivation of intercultural communication skills. This article aims to explore how textbooks can serve as bridges that connect different cultures and promote cultural understanding and exchange. Currently, the paradigm of foreign language teaching has shifted from traditional language forms to a greater emphasis on practical communication and awareness of cultural differences, making it imperative for textbook development to fully reflect the needs of intercultural teaching. Given that cultural differences can lead to communication barriers and difficulties in understanding, introducing intercultural content in textbooks not only helps students develop a correct cultural awareness during the process of acquiring a foreign language, but also fosters their intercultural communication skills in real-life contexts.