Intercultural Understanding Research Articles

Prediction of Attitudes Towards the English Course by Social-Emotional Competence and Intercultural Awareness of Students

The objective of this study is to examine how secondary school students' beliefs about their social-emotional skills and intercultural understanding can forecast their attitudes towards the English course. This study was developed with a focus on the connection between language and culture, as well as the correlation between social-emotional competence and communication abilities. The research model employed in this study follows the relational survey approach, which falls within the realm of quantitative research methods. To gather data, the researchers utilized the Attitude towards English Language Teaching Scale, the Intercultural Awareness Scale, and the Delaware Social Emotional Competence Scale. The study involved students in the 6th, 7th, and 8th grades as participants. By employing the stratified sampling technique, data were gathered from a sample of 1864 students, with 639 students from the 6th grade, 620 students from the 7th grade, and 605 students from the 8th gradeThe collected data were analyzed using two statistical methods: "simple linear regression" and "multiple linear regression" analyses. The results indicated that when considering intercultural awareness and social-emotional competence variables together, they accounted for approximately 24% of the overall variation in students' attitudes towards the English course. The students' perspectives on intercultural awareness and social-emotional competence emerged as significant predictors of their attitude towards the English course.

A Cross-Cultural Analysis of a Turkish EFL Textbook: Hu and McKay's Analytic Framework

Due to rapid globalization, culture is an essential element of foreign language pedagogy. Cross-cultural communication and foreign language learning have become increasingly important since it provides the common basis for intercultural contact. Textbooks are crucial pedagogical resources in the EFL context since they are the primary sources of building intercultural understanding. The main purpose of this study was to explore how a local Turkish EFL textbook presented interlingual and intercultural diversity in Turkish EFL classrooms. Hu and McKay's (2014) analytic framework was adopted to investigate the linguistic and cultural contents of the textbook. The findings revealed that the textbook needed more group work activities, which does not promote communication enough. In addition, the cultural content was dominated by the native culture (Turkish). In the textbook, mainstream contexts (i.e., family, school, holidays) along with local Turkish cultural elements formed the majority of the settings. In addition, places, names, and events were mainly from Turkiye, while these elements from other cultures, including Anglo-American, were limited. Finally, cross-cultural conversations were included; however, the topics chosen were about Turkiye and popular culture. These findings were discussed regarding cross-cultural communication, EIL and practical ELT pedagogy.

Editorial: Innovations in Language Education: Prospects and Opportunities for Use

Development is the key to success and progress in all areas of life. This principle is especially important in the educational process. Language is one of the key components of cultural and educational development, and its study and teaching require constant improvement and adaptation to changes in society. The main goal of this thematic issue is to provide a comprehensive and in-depth study of key topics and trends in language education and linguistics. The issue will contribute to the introduction of innovative methodologies that can improve language learning motivate students, intercultural understanding, and inform pedagogical approaches around the world. The articles in this issue address different aspects of this issue, offering a wide range of practical solutions for teachers and educators. The issue also aims to support innovations in the field of linguistics by analyzing the structure of languages and functional and semantic features of motion verbs in sports discourse.

Decolonizing the curricula of an English teacher preparation program: An exploration of U.S. short stories in the Global South

AbstractLiterature in English as a Foreign Language (EFL) contexts is used for language development and intercultural understanding. However, the role of literature, specifically short stories (SSs), in shaping cultural representations of the U.S. in EFL teacher preparation programs (TPPs) remains unclear. This study examines how U.S. SSs in an English TPP in Argentina portray sociocultural and racial groups and challenge colonial worldviews. Through critical discourse analysis, 21 SSs were analysed. The findings revealed that the curriculum prioritizes white dominant groups. Although there are few stories featuring people of colour and less privileged white individuals, the overall selection of SSs collectively creates a limited and outdated portrayal of U.S. society. To avoid misinterpretations, it is essential to provide additional context and contemporary stories to accurately reflect the diverse cultural landscape of the U.S., thereby challenging dominant narratives.

The Application of Situational Teaching Method in the Cultivation of Intercultural Communicative Competence

As the overall goal of international Chinese language education, the cultivation of learners' intercultural communicative competence has become one of the main tasks of international Chinese language education. The core of situational teaching method is to set up "real" situations that can stimulate learners' emotional experience, which helps to cultivate learners' intercultural communication awareness and improve their intercultural understanding ability.

Chinese Education at Confucius Institutes in Belgium: A Pedagogical and Socio-Cultural Perspective

This poster presents the overview and the first step of the PhD project Chinese Education at Confucius Institutes in Belgium: A Pedagogical and Socio-Cultural Perspective. In recent decades, the enhanced globalization (Badwan, 2021) and mobility (McWilliams, 2008) have increased the complexity in foreign language classrooms in multilingual contexts (Bonnet & Siemund, 2018). It is thus worthwhile to explore the dynamics among diverse pedagogical and socio-cultural factors in real-life practices of foreign language education. Situating this issue in Belgium, this project investigates Chinese as a foreign language (CFL) education at local Confucius Institutes (CIs), aiming to provide insights into educational approaches at CIs as designed; delivered and received by different stakeholders (administrators, teachers, and learners). In the sections of Project Overview and Research Design of the poster, the key information on the project is summarized. First of all, Research questions identify the scope of the research, probing mainly in the following directions: What are the gaps between actual local educational practices at CIs in Belgium and CIs’ official educational objectives? To what extent does the teaching of CFL at CIs reflect Belgian learners’ socio-cultural backgrounds? What are the pedagogical and managerial practices exerted at CIs in Belgium? How do these pedagogical and managerial practices interact with local socio-cultural contexts? It is evident from the Research questions that the project mainly focuses on the potential misalignment between official objectives and on-site practices of management, teaching, and learning at CIs in Belgium, as well as the interplay of local socio-cultural factors (e.g., language conflicts, language ideology) in such educational contexts. In regard to Methodology, a mixed methods approach is chosen for data collection, in order to tackle the research questions from both qualitative and quantitative perspectives. A variety of data collection instruments including interviews, classroom observations, and a survey questionnaire are applied among three main target groups, namely, administrators, CFL teachers, and CFL learners at CIs in Belgium. The section on Research design then synthesizes the key information of the project in a multilayered structure. At the outer layer, the official objectives of CIs are examined through document analysis. The inner layers of Administrators, Teachers, and Learners are then studied by employing fitted data collection instruments, with the foci on the status quo and the relevant socio-cultural factors. For example, the target group of teachers triggers the research on local socio-cultural contexts of CFL teaching, and the current teaching methods and classroom practices conducted by the CFL teachers at CIs in Belgium. Hence, interview and classroom observation data are collected to analyze these aspects. The next section on First Step of the Project provides general information on the initial systematic review of the project, which is a review of post-2010 literature on the administration at CIs around the globe. In the total research project, it is situated at the inner layer of Administrators of Research Design, acting as a preparatory study for the empirical research on administrators at CIs in Belgium, in order to tackle Research question ① and ③. The aim of this systematic review is to examine the actual managerial practices at CIs in different areas, especially regarding the misalignment of CIs’ official objectives in local institutions. The article selection routine follows the PRISMA guidelines (Page, M. J. et al., 2021) with “Confucius Institutes/CIs” as the search term. 347 articles were selected with research foci in seven categories and cases from 46 countries/regions. Relevant contents of the selected articles are then extracted for Thematic analysis, based on which a Coding tree of themes with three levels of generalization is constructed in the section of Present Findings. Level 1 of the coding tree is developed from the research aim of the systematic review, namely, to map CIs’ official status (Overview of CIs' management) and CIs’ actual managerial practices (successes, problems, and suggestions), which are then deconstructed. The practical sides of CIs’ management are categorized in the three most relevant aspects of Management, Education, and Intercultural communication at Level 2. Themes for further analysis surface at Level 3 and stand for the most prominent messages of the upper-level categories. For instance, the Level 3 theme “Lack of local socio-cultural concern” reflects one aspect of key information of the Level 1 and Level 2 categories “Problems of CIs' management – Management”. Finally, the Conclusion section of the poster states the strengths of the research project and the next step following the first step. The project is encompassing educational research collecting data from multiple sources, and the output might improve the localization of CFL education and intercultural understanding of such global educational institutions. The ensuing step of the project will be the systematic reviews of the other two target groups of teachers and learners as well as their practices at CIs.

Exploring the role of TESOL and digital technology in attitudinal change and sustainable learning for students of higher education

PurposeThis study explores the potential of TESOL (Teaching English to Speakers of Other Languages) in encouraging attitudinal change and long-term learning and how digital technology might influence this process. The significance of the study lies in its insights to educators and policymakers to enhance language education quality and promote sustainable learning in higher education. Using a socio-cultural theoretical framework, the study presents a novel perspective on integrating digital technology into language education for improved learning outcomes. Additionally, the findings can facilitate the development of inventive teaching methods incorporating digital technology, resulting in better language education outcomes in higher education.MethodologyThe population comprised faculty members of Chinese universities. Data was collected through a standardized questionnaire from 307 respondents and analyzed using Mplus.FindingsThe findings can be incorporated into language instruction rules to enhance language acquisition and advance intercultural understanding. Based on the study’s findings, researchers can conduct additional research on applying digital technology in language instruction and investigate its potential to support long-term learning and attitude development. As they work to create successful techniques for encouraging sustainable learning habits and good attitudes toward language acquisition, TESOL practitioners, educators, policymakers, and researchers will be impacted by the findings.Practical implicationsThe findings can help TESOL practitioners create efficient teaching methods that encourage long-term learning habits and favorable attitudes toward language learning. Language teachers can use the results to improve their instruction methods and their effects on student learning.Originality/valueSocial and cultural theory supports this study’s model. The approach helps in defining and measuring the TESOL, sustainable Learning. The study further established the moderating role of digital technology and the mediating part of Improved self-efficacy and self-regulated Learning.

Intercultural Competence in EFL Learning: Implications for Sustainable Development

In today's globalized world, the development of intercultural competence is essential for the learners of English as a Foreign Language (EFL). This paper aims to investigate the significance of intercultural competence in relation to sustainable development and explore the challenges faced by EFL learners in acquiring this essential skill in the Egyptian and Saudi universities. The study is based on the premise that improving intercultural competence among EFL learners can significantly contribute to sustainable development. Intercultural competence fosters mutual understanding, tolerance, and respect for cultural diversity, laying the foundation for harmonious and productive global interactions. To improve intercultural competence in EFL learners in the Egyptian and Saudi universities, the study conducted an interview survey with 30 faculty members, English department heads, program designers, and stakeholders. Results emphasize the importance of incorporating authentic intercultural experiences into EFL curricula and providing learners with practical opportunities to develop their intercultural competence. The study highlights the necessity of integrating intercultural competence into EFL materials to equip EFL learners with the requirements of sustainable development and better addressing the globalization challenges. Educators, program designers, policymakers, and researchers are finally recommended to promote intercultural understanding and sustainable development through EFL education.

Learners’ Experiences in an Online Learning Environment: An Analysis of the Impact of International Collaboration

This qualitative study investigates learners’ experiences in online international collaborative environments using both asynchronous and synchronous communication methods. Specifically, it focuses on the rewards, shortcomings, and difficulties learners encountered through posing critical questions about the nature of collaboration forms. Eight graduate interview participants completed two separate instructional technology courses, and an interpretive qualitative approach was used to deepen the understanding of the interview responses. The findings suggest a few key themes, primarily positive in nature, about the use of online international collaboration tools. While asynchronous communication platforms help to enhance, enrich, and expand course content, media-rich synchronous communication platforms allow learners to have a more significant sense of social presence, encouraging them to be more actively engaged in the learning environment. Synchronous communication platforms also help to enhance intercultural understanding and develop non-verbal communication skills. In addition to commentary about communication platforms, the participants expressed immense satisfaction with learning various skills (i.e., research and interpersonal skills, project planning, and digital literacy) in the international collaboration projects. Despite their success, the participants did encounter several challenges, most notably the incompatibility of their respective academic calendars. This is perhaps the most ubiquitous obstacle in the collegiate online collaborative learning environment.

Percepción del concepto de interculturalidad y género en los estudiantes de la Universidad Autónoma Indígena de México

This article discusses the conceptualization of the interculturality of the students of the Indigenous Autonomous University of Mexico from the gender perspective, if the perception of interculturality changes because of being a man or a woman. It has as a reference the research work on the ways in which interculturality is conceived by students, called academic holders, in the 2013-2014 school year. In the first place, this research was based on the analytical method that involved the analysis of elements that make up the students' understanding of interculturality. The descriptive method was used, which consisted in the breakdown of each of the terms that describe interculturality. This was very timely due to the complexity of the aforementioned phenomenon in terms of data collection and interpretation, the Ethnographic method was also used because the research does not leave aside what people do, how they behave and how they interact, in addition It is proposed to describe their beliefs, values, perspectives, motivations. The methods were supported by research techniques that facilitated the understanding of the study phenomenon, the participant observer technique and the questionnaire were used, because there are spaces in which it is difficult to can access the daily life of students. The perception of interculturality does not change because of being a man or a woman, it was found that the concept of interculturality is polysemic that has many meanings, most of which refer to the relationship of cultures in a place and their interaction.

The gentle craft of saying “No” in Persian and English: A cross-cultural and cross-linguistic slant

Refusals have proven to be problematic since they are the source of so many cross-cultural misunderstandings in that they are face threatening acts, which require that the speaker utilize redress, mitigation or politeness markers. The present study’s goal was to investigate the realization of the speech act of refusal in the Iranians and Americans contexts to identify the similarities and differences. It also explored the effect of social status on the choice of refusal strategies. Two well-known popular family drama film series were selected as the sources of the data. Totally, 455 refusal words, expressions, and utterances were collected from the two series. The collected data was coded using Beebe et al.’s (1990) taxonomy of refusal strategies. Descriptive statistics, Binomial, and Chi-square tests were used to analyze the data. The frequency of the refusal strategies and also the frequency of utilizing these strategies with respect to the interlocutors’ social status were analyzed. The results revealed no statistically significant differences between the two cultures with respect to the prevalence of refusal strategies, shift, and content of semantic formulae used in refusals. However, there were statistically significant differences in the frequency of the two major refusal categories, namely, Direct and Indirect strategies. Furthermore, concerning social status, the differences were statistically significant in the frequency of the refusal strategies utilized by the three social levels as regards the main categories in both cultures. The findings enhance intercultural understanding and provide valuable insights into the realization of refusals in different cultural contexts, the influence of social status, and the implications for intercultural communication. It highlights the significance of pragmatic issues and cultural awareness in promoting effective communication and mutual understanding across cultures, hence, ameliorates mutual cross-cultural communication and warrant teachers and material developers about the significance of pragmatic issues in developing the learners’ communicative competence.

Power relations and change in intercultural communication education: Zhongyong as a complementary analytical framework

ABSTRACT Power relations and change have become two of the most important foci of intercultural communication education and research. This paper contributes to these two elements by problematising and operating an analytical framework from outside the ‘West’, the Chinese notion of Zhongyong (the ‘Golden Mean’). Based on a dialogical analysis of focus groups collected during an art course, the paper shows that Zhongyong can expand and complexify our understanding of interculturality, looking into how e.g. the students balance otherness with otherness (or not), as well as make use of reflectivity and criticality (or not) to implement potential change when cooperating.

The traditional, the formal, and the alternative in chilean education: an epistemological approach

This article advocates an epistemological approach to the notions of traditional, formal, and alternative education, leveraging Reinhard Koselleck’s historical perspective. It begins by analyzing the concept of traditional education, emphasizing its focus on historical continuity, the central role of the teacher, and its association with oligarchic interests.Drawing on Daniel Brailovsky’s theory, the evolution of the traditional form of education is examined, particularly the emergence of the «old new school» and «market scholasticism». The article then shifts to scrutinize formal education in Chile. This is achieved by exploring ministerial documents to discern the defining components of formal education in terms of their alignment with what is deemed «alternative» and «traditional».The concept of alternative education is subsequently broached from a historical viewpoint, underscoring its adaptability and diversity relative to context. This mode of education fosters inclusion, creativity, diversity, and intercultural understanding, although it is confronted with challenges such as uncertainty and issues related to coexistence. Nonetheless, a notable shortfall is the lack of state support for alternative education in Chile, leading to discriminatory practices and a disregard for these types of schools.

Intersection Between Spirituality and Neuroscience: Biological Bases of Transcendental Experiences

Objective: The objective of this study is to investigate the relationship between religion, spirituality and neuroscience, with a focus on understanding the biological bases of religious experiences. The study aims to analyze how different spiritual practices affect the human brain, identify the brain regions involved, and examine the impact of these practices on mental health and emotional well-being. Furthermore, we seek to discuss the ethical implications of including religious themes in medical and psychological practice. Method: The study uses a qualitative literature review approach in English and Portuguese, based on national and international sources. Scientific articles, case studies and research related to the neuroscience of religion and spirituality were analyzed. The data was collected and organized to identify the biological foundations of spiritual experiences, the social and psychological implications, as well as the ethical issues associated with this theme. Results and conclusion: The results indicate that different spiritual practices activate several brain areas, including the frontal cortex, prefrontal cortex, nucleus accumbens and striatum, associated with rewards, emotions, moral reasoning and concentration. The mystical mind is considered an innate capacity of the human brain, enabling transcendental experiences in all cultures. Furthermore, the frequent practice of spirituality can lead to profound brain changes, favoring discernment, empathy and better decisions. Religiosity and spirituality have a positive impact on mental health, helping to cope with anxiety, fears and promoting emotional well-being. Research implications: This study has significant implications in the area of mental health and clinical practice, highlighting the importance of considering patients' spirituality and religiosity as an integral part of their emotional health. Furthermore, the research paves the way for a greater understanding of the biological bases of religious and spiritual experiences, which may have applications in clinical treatments and the promotion of psychological well-being. The ethical implications raised are also relevant for healthcare professionals, who must approach these issues with sensitivity and respect, avoiding the imposition of personal values. On a broader scale, research contributes to intercultural understanding and peaceful coexistence between different religious groups, promoting tolerance and mutual respect.

Afghan Migrants in Germany: Cross-Cultural Communication and Impact of Immigration on Afghan Culture

The purpose of this case study was to determine how migration affected Afghan culture and cultural relations among Afghan immigrants who lived in Germany. It examined the problems faced by Afghan immigrants, their coping mechanisms, and the preservation of their cultural identity. A qualitative study methodology was utilized, and in-depth interviews were conducted with 15 Afghan migrants residing in various German cities. Secondary data was obtained through literature reviews and other relevant sources, while primary data was gathered from the interviews. To identify significant findings and patterns related to the study's objectives, a thematic analysis was performed using NVivo 12. The study revealed that language limitations, cultural differences, and discrimination posed significant obstacles for Afghan migrants in their cross-cultural communication efforts. However, through community groups, cultural events, and educational initiatives, they actively participated in preserving their cultural heritage. The results underscored the importance of cultural awareness, empathy, and tolerance in fostering intercultural understanding and facilitating integration. Consequently, practical recommendations were proposed, including expanding Afghan immigrants ' access to language instruction, cultural resources, and support systems. Creating a welcoming environment also necessitated the development of strong bonds between German residents and Afghan migrants. This study contributes to the field of intercultural communication and offers guidance to practitioners and policymakers seeking to integrate Afghan immigrants into German society.

Speech intelligibility of the diastratic varieties of Philippine English

The rise of English globalization has prompted speech production variations that reveal the cultural and social backgrounds of the different speakers. However, intelligibility issues of the different varieties have also become a concern. Thus, the present study attempted to assess the intelligibility of Philippine English (PE) diastratic varieties’ speech recordings produced by local Cebuano speakers. Further, it aimed to specifically evaluate the speakers’ production differences, rate the intelligibility of the language varieties, and determine the effect of language variety on the listener-evaluators in terms of intelligibility and distraction ratings. Using an exploratory sequential mixed method design, the speech participants in this study were carefully chosen through multistage sampling first by social class and then by phonological variations. The three final sample speakers out of the initial eighteen were finally categorized as acrolect, mesolect, and basilect. The evaluating groups included English language users from the USA, the Philippines, Korea, and Thailand, and each group represented a region in Kachru’s concentric circle of the World Englishes model. The results identified acrolect as the most intelligible variety followed by mesolect. Basilect, on the other hand, was considered very distracting to the evaluator groups, resulting in a significantly low intelligibility score. Thai evaluators gave the lowest intelligibility ratings, which may be attributed to two factors, L1 interference and unfamiliarity of L2 variation. Finally, future directions and implications in the classroom and industry are stated to create a sense of cultural awareness and to promote a deeper intercultural understanding that comes with international intelligibility.

Backchannels Responses as Conversational Strategies in the Interaction of Indonesian Speakers in Interview Setting

In interpersonal communication, the listeners' role is as necessary as the speaker's. Backchannel is considered a universal behavior; it often occurs in the conversation to send a signal from the listener without claiming the floor. Linguists have identified backchannel responses in many languages and cultural differences regarding the backchannel's type, frequency, and placement. This study investigates the use of backchannel in Indonesian conversation by native speakers in interview settings. This mixed-method study combines a quantitative and qualitative study that examines the function and frequency of ten dyadic Indonesian native speakers in an interview setting. The sampling subject participant is 20 Indonesian native speakers with each gender; we selected ten people whose first language is the Indonesian language Each interview session took 20 to 30 minutes, totalling 4 hours, and 20 minutes of dialogue for the whole corpus. Based on the study findings, Indonesian native speakers often use nodding (each gender has the same frequency of around 42%) as a non-verbal backchannel. The current analysis suggests that nodding and facial expressions such as smiles, and laughter consider one of the listener responses in Indonesian conversation. Indonesian speakers' verbal backchannel does occur, but nodding occurs most frequently as a sign of the backchannel. The non-verbal behavior of nodding gives listening signals without bothering the speaker's utterance. The current study adds to our understanding of the listener's role in Indonesian conversation. These results contribute to intercultural understanding in the era of globalization.

'Jumping through hoops': A metaphor for early career nurse researchers' experiences and resilience building as international collaborators.

To present and discuss our experiences of learning how to establish and maintain an international collaboration as early career nurse researchers residing in the United States and Australia. International research collaborations require additional startup time given the complexities of navigating cultural differences, obtaining ethics committee approvals in different countries and collecting human subject data. International collaborations may be daunting for early career researchers given their inexperience and pragmatic focus on research projects that lead to outputs achievable on short timelines for career advancement. Discussion paper. Evidence from international literature about global collaborations across numerous disciplines, including potential factors that could facilitate or constrain early career researcher efforts to engage in international collaborations, were combined with authors' lived experiences as early career researchers. Our collaboration began in July 2022 through a professional introduction spurred by a call for applications to fund global nursing education collaborations. Interpersonal, logistical and organizational factors played a role in our lived experiences of beginning an international collaboration. Our experiences are consistent with published literature about the time and complexity involved in conducting international research. Investing time building interpersonal relationships strengthens international research and supports collaborative learning and intercultural understanding. These professional relationships can be built over time to develop significant bodies of research with international impact. Early career researchers need to be resilient, persistent and tenacious as they 'jump through hoops' to establish international research collaborations. Building relationships during international research collaborations supports collaborative learning for intercultural understanding and strengthens research to address emerging global problems. International nursing research collaborations could encourage greater curiosity, innovative ideas and solutions to international problems that could not be achieved in isolation. There was no patient or public involvement in the design and development of this paper.

Sustaining Qatari heritage as intercultural competencies: towards a global citizenship education

ABSTRACT This study explores critical challenges for global citizenship education (GCE) in Qatar. This study contributes to Global Citizenship Education (GCE) studies in the Gulf Cooperation Council (GCC) region. It reimagines cultural practices as pedagogical strategies to reorient students into global awareness and intercultural views, as stated in the Sustainable Development Goals (SDGs). In effect, the study draws attention to the pivotal role of education in nurturing a global ethical outlook by achieving a balance between local culture and global citizenship. The aim is to infuse the educational system with myriad social and family ethics in a way that vehemently transcends local specificities. It examines intercultural ethics within the Islamic and Qatari settings. How can intercultural practices born from the Qatari Islamic culture develop global citizenry? The study identifies two Qatari shared values that advocate for an intercultural understanding of global citizenship. More specifically, it examines specific intercultural practices, such as Al-Nafla and Al-Majlis, beyond the local level to endorse ethical responsibility toward global citizenship.

Pengalaman Komunikasi Santriwati Dalam Menonton Drama Korea

This research aims to understand the communication experiences of female Islamic boarding school students (santriwati) in watching Korean dramas. The research method used is a qualitative method phenomenology approach. The research data was obtained through in-depth interviews and participant observation with santriwati who have experience in watching Korean dramas. The results of the study show that the communication experiences of santriwati in watching Korean dramas involve aspects such as emotional involvement, identification with characters, exploration of Korean culture, and the use of social media. In this context, santriwati express that watching Korean dramas provides them with strong emotional experiences, such as feeling connected to the characters, experiencing the same emotions, and sharing happiness or sadness together. They also develop identification with the characters in Korean dramas, associating their own struggles and feelings with the stories depicted. Moreover, watching Korean dramas provides an opportunity for santriwati to learn about Korean culture. They are interested in traditional clothing, food, music, and social customs portrayed in the dramas. Some of them are even interested in learning the Korean language. Korean dramas also provide insights into everyday life in Korea and broaden their knowledge of the world. The use of social media is also an important part of santriwati's communication experiences in watching Korean dramas. They use social media platforms such as Facebook, Twitter, and Instagram to share opinions, emotions, and recommendations about the dramas they watch. Social media also serves as a platform for them to connect with other Korean drama fans, both within and outside the santriwati community. This research provides a deep understanding of the communication experiences of santriwati in watching Korean dramas. The findings of this study can provide insights to cultural enthusiasts, drama producers, and other researchers on how Korean dramas can influence the emotions, identity, and social interactions of santriwati. The implications of this research can also be used in the development of cultural content and intercultural understanding among santriwati.
 Keywords: Communication experiences, santriwati, Korean dramas.