Intercultural Communicative Competence Research Articles

Does intercultural communication competence, cultural sensitivity, and temporal flexibility related to employee engagement? Moderation of negative emotions with COVID-19

The present study investigated the intercultural interactions among Indian IT professionals who collaborated remotely with international teams in response to the significant shift prompted by the COVID-19 pandemic. Understanding these factors is crucial for fostering successful collaborations and sustaining high levels of employee engagement in an increasingly virtual workplace. Data were obtained from Indian IT sector employees who collaborated with international teams or clients during the pandemic and were working remotely from their homes while communicating with intercultural teams and clients. The study analyzed data from a sample of 305 employees using structural equation modeling. The results revealed significant positive associations between intercultural communication competence, cultural sensitivity, and temporal flexibility with employee engagement. The results suggest that negative emotions during the pandemic weakened the positive relationship between intercultural communicative competence and employee engagement. Navigating the difficulties of remote IT work during the pandemic necessitates prioritizing intercultural competencies and acknowledging the substantial association of negative emotions. Our findings offer practical recommendations for IT managers seeking to improve team dynamics and foster employee involvement in intercultural work settings with a rapidly changing work environment.

Role of English language teaching methods in enhancing English language learning at Chinese vocational colleges: Mediating influence of intercultural communicative competence

The purpose of the current study is to examine the mediating role of intercultural communicative competence on the relationship between teaching of English language and learning at Chinese higher vocational colleges. The convenience sampling technique was used to collect data from 668 teachers, teaching English language subjects in different public and private Chinese higher vocational colleges. Smart partial least squares-structural equation modeling on SmartPLS software version 4 was used to test the hypotheses. The result revealed the direct effect of English language teaching (ELT) is not significant on English language learning (ELL). However, the intercultural communicative competences (ICC) have been tested and proved to be a potential mediator between English language teaching and learning. Because the indirect effect of ELT on ELL is positive and significant through mediator ICC. Therefore, based on the findings of this study, it can be concluded that the inclusion of intercultural communication ability is a crucial component in the vocational education of college students. Policymakers should be cautious about promoting and expanding the availability of cultural teaching and learning across demographic conditions (e.g., linguistic and ethnic diversity, age, and gender) and various levels of language proficiency. In accordance with the effects of teacher education and professional development programs, the implementation of ICC content necessitates a harmonization of pedagogical approaches and assessment practices across designated levels in order to effectively achieve educational objectives. To promote ICC in English language education, there must be clear guidelines and communication to school leaders, educators, and administrators regarding the necessity and goals of cultural integration.

The Influence of Intercultural Communication Competence on College Students’ English Language Learning Motivation at Jiangxi, China: Mediated by Cultural Exposure

The Influence of Intercultural Communication Competence on College Students’ English Language Learning Motivation at Jiangxi, China: Mediated by Cultural Exposure

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.

Intercultural Adaptive Communication Competence (Case Study on Afghan Refugee in Indonesia)

The arrival of refugees to Indonesia for temporary refuge is a phenomenon that has occurred for a long time and has not been resolved until now. Families from Middle Eastern countries, especially Afghanistan, who were affected by the war chose to make Indonesia their second country for safety. After they settled in Indonesia, they were required to adjust or enter the adaptation phase. In terms of culture and language, Indonesia is clearly different from their home country and this is a challenge for refugees. This study uses a qualitative ethnographic method approach, where data is taken from interviews with selected refugees who live together in the South Tangerang area. Interviews were analyzed based on the concept of five competencies in cross-cultural communication initiated by Michael Byram. The results of the study stated that refugees match with competencies during their adaptation in communication after relocation to Indonesia.

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.

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.

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.

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.