Intercultural Learning Research Articles

Students’ Performance and Perceptions of Authentic E-Learning Activities in English Intercultural Learning

The study aims to investigate the influence of implementing nine real e-learning components in an online English intercultural course on improving the performance of vocational college students in China. There were 92 students involved in the course spanning thirteen weeks that comprised various task elements of group discussions, information gathering, online communication, and group reflection on the Chaoxing platform. Data were collected through performance data logging, questionnaires on the perception of authentic learning, and interviews. Qualitative and quantitative data results show that the students have improved their performance, with positive feedback on the life-relevant effect of learning activities. This research provides a humanistic perspective for online intercultural English education as it focuses on the fact that the integration of real-life activities during the English intercultural course is necessary for students' performance improvement

A comparative study of home and host country effects on the academic performance of Chinese students in transnational education

ABSTRACT This study examines the impact of intercultural learning, from the perspective of home versus host country, on the academic performance of Chinese students in an Australian university’s transnational education program. It integrates transformative learning theory and cognitive load theory as the conceptual framework and compares the academic performance of students who remained in China with those who went to Australia to complete the same Australian university degree. Using a difference-in-differences approach, our analysis revealed a significant performance difference between the Australia-based and China-based groups by year level after controlling for academic ability. The findings have practical and policy implications for student support and transnational education program management in Australian universities. The study highlights the need for tailored support to help Chinese (and possibly other international) students during their first year of arrival in Australia. It also calls for embedding intercultural learning into discipline-specific programs.

A comparative study on the impact of four different SVVR-supported intercultural learning environments on learners’ intercultural competence and learning engagement

ABSTRACT In the digital age, spherical video-based virtual reality (SVVR) emerges as a powerful tool for intercultural education, enabling immersive experiences that transcend geographical boundaries. However, prevalent research often reduces learners to passive observers, constraining the cultivation of intercultural competence. This study addresses the gap in current research by examining the effects of learning devices and interaction components within SVVR environments, based on embodied cognition theory, on intercultural competence. Additionally, it also focuses on student engagement during intercultural learning in SVVR environments, an aspect that previous studies have insufficiently explored. Using a mixed-methods approach with 80 participants from China and Indonesia, we compared four distinct learning environments: Basic Learning Environment (BLE), Virtual Reality Learning Environment (VRLE), Basic Guide Learning Environment (BGLE), and Embodied interactive Learning Environment (EILE). The findings indicate that the EILE, which achieves a higher level of embodied interaction, significantly enhances intercultural competence and learning engagement compared to other conditions. Specifically, EILE group showed superior emotional and cognitive engagement, as well as diverse and proactive behavioural patterns. This study underscores the importance of educational design in SVVR, showing that careful consideration of learning devices and interactive components can promote active learning, deeper understanding, and positive learning behaviours.

Exploring the intercultural potential of picturebooks in early secondary EFL classrooms in Austria

Abstract Intercultural education has constituted an interdisciplinary teaching principle in Austrian upper and lower secondary curricula since 1992 and was reinforced by a decree in 2017. Literary texts have been identified as promising resources and valuable tools for initiating intercultural learning through their frequently inherent multi-perspectivity encouraging students to empathize with characters, consider different perspectives, contrast viewpoints, relate stories to personal experiences, and reflect on diverse ideas. However, research on the implementation of intercultural teaching and learning using literature in foreign language classrooms has so far mostly focused on upper secondary education and has frequently related to using postcolonial fiction writings. To counter the knowledge gap on the implementation of intercultural learning in lower educational levels, this study adopts a literary science approach to explore the potential of picturebooks in early secondary EFL classrooms. Using The Little Green Jacket (Dee, 2020), it specifically examines perspective-taking as a key dimension of intercultural learning. Through written learner reflections, the research study assesses whether students in two Austrian EFL classrooms (n = 35) can adopt a different viewpoint. The findings show that most students are successful, or at least partly successful, in perspective-taking and mostly describe emotions of sadness but also hopefulness in their reflective writings. Thus, the study suggests that picturebooks have the potential to facilitate perspective-taking as an essential dimension of intercultural education among young EFL learners with low language proficiency, highlighting their largely untapped potential in early language education.

Preparing a Globally Competent Workforce: A Mixed Methods Study of an Innovative Co-Curricular University Program

Problem Human resource development (HRD) scholars and practitioners have long sought ways to develop employees to meet the needs of globalized workplaces. However, given that many employers expect employees to possess global skills before they begin working, it is incumbent upon HRD educators in higher education contexts to develop and implement innovative programs to enrich global competence, which includes the knowledge, skills, experience, and mindset required for global work. Solution This mixed methods study describes and explores the efficacy of an innovative co-curricular program, the Global Competence Enrichment Program, designed to enhance the global competence of American and international graduate students enrolled at a higher education institution in the United States through a mutual intercultural learning process. Stakeholders Stakeholders include HRD scholars and practitioners as well as organizational leaders interested in designing and implementing HRD programs around global competence enrichment.

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.

Global Horizons: Assessing the Impact of Study Abroad Programs on Intercultural Competence Development Pre-College Technology Students

Across fields, college and university graduates are increasingly expected to perform effectively in diverse, multi-cultural work environments. Given this reality, Higher Education Institutions (HEIs) are actively designing strategies to help students develop intercultural skills. Prior research has revealed that deliberately structured study abroad programs are an effective approach to nurturing intercultural competence among graduates. Consciously designed study abroad programs can provide students with opportunities to learn and reflect on their experiences. In this study, we aim to understand the impact of a study abroad program on pre-freshmen students enrolled in a College of Technology. Using a mixed-methods design, we examined the intercultural learning gains and experiences of the participating students. The results of the study showed that studying abroad contributed significantly to the intercultural development of the students. Additionally, the study characterized the challenges faced by the students and the valuable insights they gained while interacting with people from different cultures. In summary, our findings confirmed that study abroad programs can serve as a gateway for students by equipping them with the practical skills and strategies needed to navigate the complexities of cross-cultural interactions.

A Collaborative Online International Learning Experience for Doctoral Nursing Students and Faculty From Three Countries: Reshaping the Educational Landscape

Abstract The COVID-19 pandemic presented opportunities for educational innovations and the development of intercultural learning experiences. A global health assignment guided by a collaborative online international learning pedagogy was assigned to doctoral nursing students from three different countries. Icebreaker activities, along with the Culturally You diagram, commenced the team-building process. Students, mentored by course faculty, completed the assignment, a 10-minute presentation and reflections. Positive trends in intercultural sensitivity scores were observed, highlighting exposure to a new teaching platform, global health issues, and the value of faculty mentorship. While challenges existed, successful collaborations could thrive even during a pandemic.

Dynamic intercultural learning and collaboration: transforming language teacher perspectives and practices

PurposeThis study aims to examine the impact of intercultural learning and collaboration on two English as a world language teachers from South Korea and Taiwan within a virtual professional development program, emphasizing their evolving understanding of culture and interculturality and its implications for practice.Design/methodology/approachUtilizing qualitative research design, this study incorporates three sources of data: written reflections, online meetings and semistructured interviews. Data is examined through the cultural perspectives framework (Hall, Covarrubias and Kirschbaum, 2022) to analyze how teachers (re)frame culture and interculturality in English language teaching, specifically through the lens of interpretive, critical and socio-scientific perspectives.FindingsThe findings reveal that engaging in facilitated professional intercultural learning and collaboration enhances teachers’ perspectives and practices regarding cultural complexities in language classrooms. The study highlights the importance of reflective practice, collaborative professional learning and the adoption of multiple cultural perspectives.Originality/valueThis research enriches the field of intercultural education by advocating for a structured approach to teacher learning in bridging the gap between theory and practice. It uniquely applies Hall et al.’s (2022) ICS framework to analyze how teachers (re)frame culture and interculturality in English language teaching. The originality is in the in-depth analysis of the intricate dynamics of teacher learning and the transformative potential of intercultural collaboration.

Evaluating intercultural learning materials from the RICH-Ed project through a non-essentialist perspective: Chinese University students’ and instructors’ perceptions

ABSTRACT Globalisation has increased cultural diversity in Chinese higher education, highlighting needs for intercultural competence development. However, suitable China-centric resources are lacking. This study evaluates intercultural learning materials developed by the RICH-Ed project, an intercultural communication textbook grounded in critical social constructionism and non-essentialist principles. The study employed a two-phase qualitative design, collecting data through questionnaires and interviews to understand students’ and instructors’ perceptions of the materials. The results indicate the RICH-Ed intercultural learning materials expanded students’ intercultural understanding. The interactive experiential learning activities enabled transformational self-reflection, challenging previous assumptions and developing appreciation for diverse perspectives. Similarly, the materials shaped instructors’ beliefs about intercultural communication. Instructors also experienced significant pedagogical shifts from essentialist to contemporary critical constructionist approaches. The collaborative lesson planning, observation, and reflection cycles built instructors’ confidence and competence in student-centred, dialogue-based methods aimed at intercultural learning goals. However, academic reading difficulties and the need for supplementary teacher training were issues identified. Recommendations include scaffolding comprehension through glossaries, discussions, and levelled reading; tailoring examples and roleplays for Chinese contexts; adding interactive multimedia; and expanding lesson studies. This utilisation-focused evaluation provides insights to strengthen emergent intercultural resources and training programmes in Chinese higher education.

Global artistic citizenship: (Re-)imagining interculturalism, collaboration, and community engagement as central elements of higher music education

This article seeks to better understand the impacts of placing interculturalism and community engagement as central elements in higher music education and its effects on students’ experiences, learning outcomes, and societal contributions. Qualitative data is drawn from three contexts of intercultural learning environments, including graduates of a degree programme in global music, as well as current students participating in an intercultural arts camp and a refugee community project as part of their studies. Findings emerge in terms of the ways intercultural learning environments impact students’ sense of global artistic citizenship, develop extra-musical skills, provide opportunities to engage with societal issues, and expand professionalism, enhancing the ability to create a career and engage with the changing world. Key findings and conclusions point to the need to continuously re-imagine the structures of institutions and the ways they can become more inclusive, pluralistic, intercultural, and connected to the world around them.

A Global approach for English Conversation Schools in Japan: Suggestions for Incorporating Global Englishes and Intercultural Learning into Listening Materials

While efforts to be more global have been implemented in various English teaching contexts in Japan, the eikaiwa industry seems the least likely place for change to take place. This is because native-speakerism remains a major selling point for many English conversation schools in Japan, causing concern that learners are not being adequately prepared to use English for global communication. Therefore, this paper looks at key concepts from Global Englishes and draws on particular aspects of intercultural learning, before making two suggestions about how these concepts can be incorporated. One suggestion, which is top-down from management, is updating the in-house textbooks. The other suggestion, which is bottom-up from teachers, is creating their own materials that use authentic listening from the internet. While it is acknowledged that change may be unlikely to come from management anytime soon, it is felt that teachers should lead the way by making their own materials and sharing them amongst the eikaiwa community.

Profiles of intercultural sensitivity of healthcare students: a person-centred approach.

We aimed to explore healthcare students' intercultural sensitivity profiles and their relationship with empathy to develop effective education methods that promote non-discriminatory patient care. We conducted a cross-sectional questionnaire study, involving a total of 508 international (n= 100) and local (n= 408) healthcare students in Hungary by convenience sampling. The survey included demographics, the Intercultural Sensitivity Scale, and the Interpersonal Reactivity Index. We applied latent profile analysis to identify distinct sensitivity profiles and used multinomial logistic regression to estimate the predictive power of several background variables on profile group membership. A four-profile solution emerged: "Interculturally average" (n= 241), "Interculturally uncertain" (n= 76), "Interculturally sensitive" (n= 132), and "Interculturally refusing" (n= 54). The model (R2= 0.123; p= 0.001) revealed that psychology major tended to predict "uncertain" group membership (OR= 0.56, p= 0.08) and higher personal distress was a significant predictor of this group (OR=1.11, p= 0.002). Male gender (OR= 3.03, p= 0.001), medicine major (OR= 5.49, p= 0.01), lower perspective-taking (OR= 0.91, p= 0.007) and higher personal distress (OR= 1.09, p= 0.028) were identified as predictors of "refusing" group membership, compared to the "average" group. By exploring the ways students experience intercultural situations, a more personalized medical education can be developed with a special focus on vulnerable subgroups. For the "uncertain" group, the focus should be more on developing confidence, and intercultural experiences, whereas in the "refusing" group on strengthening empathy. In general, it can be useful to create mixed-gender, multidisciplinary, and intercultural learning environments.

Defining Collaborative Online International Learning (COIL) and Distinguishing it from Virtual Exchange

AbstractCollaborative Online International Learning (COIL) is often framed as an example of a broader practice known as Virtual Exchange (VE). The term Virtual Exchange has increasingly been used as an attempt to unify a fragmented field of Higher Education practice and is often used interchangeably with the term COIL. However, the design of COIL, with its strong focus on collaborative and intercultural learning, is often very different to other VE initiatives. Labelling all VE initiatives, including COIL, generally as VE, can lead to both educators and researchers having difficulty identifying and distinguishing COIL. Therefore, the purpose of this paper is to provide a critical review of VE and define COIL and its key characteristics. This article also describes how theory can inform practice and explains why continued interchangeable use of the term COIL with the umbrella term Virtual Exchange is unhelpful for future research and practice.

Getting real: U.S. University students meet global refugees

ABSTRACT This study examines the effectiveness of an undergraduate intercultural learning assignment immediately and over time. Students were asked to consider what they know or believe about refugees and the sources of their information. They then engaged in two one-hour online interviews with a refugee. After the interviews, they wrote reflective narratives that guided them to think about their beliefs before and after the interviews, the value of the interviews to their learning experience, and how they might use what they learned to engage with others on the topic. The assignment utilises Bennett’s (2009) definition of intercultural learning and tests the efficacy of Allport’s (1954) contact theory in an online environment. Analysis involved content analysis of 80 student narrations and follow-up interviews with 14 students between 3–12 months after the assignment was completed. Results indicate a high level of changed attitudes among the students. They reflected on how they moved from stereotypes and misconceptions to respecting and advocating for refugees. Results were evidenced not only immediately during the assignment, but also by those students interviewed in months after the assignment was completed.

“Intercultural Encounters”: Mentorship Relations as Spaces for Critical Intercultural Learning in Higher Education Institutions (HEIs)

There are growing numbers of African international students studying at Higher Education Institutions (HEIs) in North America and the United Kingdom. Intercultural mentoring is one response to supporting students in navigating the complex cultural, social, and academic transitions from home to host countries. This article examines the experiences of 18 participants who had recently mentored African international students attending higher education institutions in Canada or in the UK. Semi-structured interviews with participating mentors were transcribed and analysed from a critical intercultural perspective. Results highlight four themes that provide insight into mentors’ approaches to intercultural mentoring: navigating fields of action and intervention, engaging in reflective practice, intercultural mentoring as a relational practice, and mentoring as a decolonising practice. Study findings provide insight into how intercultural mentoring relationships develop and evolve and how mentors approach mentoring relationships as sites that hold transformative learning potential for both mentors and students.

The effects of video-based simulation in Collaborative Learning in a Student-led Global Classroom (CLSGC) program on non-technical skills among undergraduate nursing students in three regions: A mixed-methods study

BackgroundGlobal nursing shortages and increasing cultural diversity in healthcare necessitate the development of culturally sensitive nurses. Intercultural learning and exchange programs have been shown to enhance nursing students' intercultural knowledge, cultural awareness, and sensitivity. However, non-technical skills such as communication, leadership, and teamwork are less emphasized in existing programs, despite their importance in facilitating adaptation to clinical contexts and ensuring patient safety across different ethnic groups. ObjectiveThis study aims to evaluate the effectiveness of a Collaborative Learning in a Student-led Global Classroom (CLSGC) program that employs video-based learning and student-led debriefings to enhance non-technical skills, and to explore the experiences of undergraduate nursing student participants from three different regions. MethodsSeventy-eight nursing students from the Hong Kong Polytechnic University, Malmo University, and La Trobe University participated in the program. The program included three webinars on teamwork, communication skills, and leadership, facilitated through student-led discussions and video simulations. Data were collected using the Team Strategies and Tools to Enhance Performance and Patient Safety Teamwork Attitudes Questionnaire, and qualitative methods including focus groups and reflective journals. A paired t-test and manifest content analysis were used to analyze the quantitative and qualitative data, respectively. ResultsThe quantitative results indicated significant improvements in the students' attitudes towards teamwork, communication, and leadership. The qualitative data shed light on the students' learning experiences, highlighting the value of cultural exchanges in exploring the importance of non-technical skills in practice, and the effectiveness of the program structure. ConclusionsThe CLSGC program effectively improved nursing students' non-technical skills and enriched their clinical practice. Integrating simulation-based learning and student-led debriefing sessions to enhance nursing students' knowledge and attitudes towards teamwork, communication, and leadership is recommended in nursing education. Continuous exposure to simulation should be part of nursing education to reinforce the significance of non-technical skills in practice.

THE DISREGARD OF THE CULTURAL DIMENSION IN TRANSLATION

The cultural turn in translation studies has propelled translation beyond a mere act of linguistic transposition. At this juncture, the cultural dimension has garnered significant attention, and translation has evolved into an act of cultural mediation. Within this framework, learners’ perceptions of the cultural dimension and classroom teaching practices are pivotal factors influencing translation quality. This study examines the classroom teaching practices vis-à-vis cultural learning and investigates learners’ perception of the significance of culture in translation. A survey questionnaire was administered to seventy-eight Master’s students of translation (Arabic-English-French) at the Institute of Translation, Oran University, Algeria. Additionally, an interview was conducted with 26 students from the same institute to accredit more validity and reliability to this study, to obtain more qualitative data, and to compare and crosscheck while interpreting the data from both the questionnaire and the interview. The analysis of the obtained data elucidated that cultural knowledge was impeached by classroom practices that do not foster intercultural learning despite learners’ positive attitudes towards the target cultures. This study offers some pedagogical recommendations to give the cultural dimension due attention in the translation classroom.

Integrating Intercultural competence in University Disciplines, Albanian context

This article contributes to the understanding of intercultural competence at the university level and assesses students’ skills of communication and collaboration to effectively cross cultural boundaries. This research makes a valuable contribution to intercultural education at Higher Institutions by including a perspective on how to contribute to social harmony and exploring the application of Intercultural Teaching competence by the Foreign Languages Department professors across their disciplines at Fan S. Noli University. Studying and appreciating different cultures encourages critical thinking as it fosters open-mindedness and intellectual growth. This article gives a general theoretical view of Intercultural Education in the teaching-learning process. Employing a qualitative and descriptive methodology, the study consists of two main data-gathering methods: semi-structured interviews and group discussions. Interviews were conducted with 15 first-year English Branch students at Fan S Noli University, Korça City in Albania. Students provided information on how Intercultural Competence is promoted, perceived, and acquired through materials in the different university disciplines they learn and how knowledge taught in these subjects can be improved during intercultural learning from their personal experiences. To summarize, the research emphasizes that promoting cultural sensitivity in lectures is essential to creating a respectful and tolerant atmosphere.

Culturally responsive teaching self-efficacy and cultural diversity climate are positively associated with the academic and psychological adjustment of immigrant and nonimmigrant students.

This study investigated the associations between teachers' culturally responsive teaching (CRT) self-efficacy, students' perceptions of classroom cultural diversity climate (CDC), and the academic and psychological adjustment of elementary school students in culturally diverse German classrooms. The sample included 41 teachers and 234 fourth grade students (Mage = 10.48, SDage = 0.56, 55% female; 38% first immigrant generation). We conducted multilevel analyses to assess the associations between teachers' CRT self-efficacy, student-perceived CDC (i.e., equal treatment by students and heritage and intercultural learning), and students' school achievement, school belongingness, and life satisfaction. We performed mediation analyses to investigate to what extent student-perceived CDC explains the association between CRT self-efficacy and student outcomes. Additionally, we explored the moderating role of students' immigrant generation in the associations. Teachers' CRT self-efficacy and student-perceived equal treatment were positively related to mathematical competence and German vocabulary. Student-perceived heritage and intercultural learning was positively associated with school belongingness and life satisfaction but negatively with reading comprehension. Equal treatment and heritage and intercultural learning did not mediate the relation between CRT self-efficacy and children's adjustment. Findings did not vary across students' immigrant generation. Teachers' CRT self-efficacy and CDC positively contribute to students' academic and psychological adjustment, but independently. Both aspects can be beneficial for the adjustment of elementary school children, regardless of their immigrant generation. (PsycInfo Database Record (c) 2024 APA, all rights reserved).