Role Of Intercultural Competence Research Articles

A Bibliometric Analysis of Synchronous Computer-Mediated Communication in Language Learning Using VOSviewer and CitNetExplorer

Synchronous computer-mediated communication in the online language classroom has gained growing attention in the wake of the worldwide epidemic. Nevertheless, only a few researchers have studied it through bibliometric analyses. This study aimed to retrospect the previous development and figure out the role of intercultural competence, social presence, and corrective feedback in synchronous computer-mediated communication-based language learning. Both quantitative and qualitative methods were employed to analyze previous studies (n = 1292) by VOSviewer and CitNetExplorer. The findings revealed prolific authors, sources, organizations, and regions in tables, which indicated that scholars in this field were mainly located in the USA and China. With a rising research tendency, several heated topics were also presented with VOSviewer. The findings also signified that intercultural competence, social presence, and corrective feedback all played an important role in synchronous computer-mediated communication-based language learning and they were interdependent. Implications for future studies were also discussed.

Language Teaching, Language Learning, and Virtual Exchange in an Age of Complexity

As the introduction to this special issue on virtual exchange (VE), this paper presents a glimpse back at the development of VE through the lens of the central definitions that have been historically associated with VE and how these have had an impact on the evolution of VE practice and research. Next, the role of intercultural competence (IC) is discussed. IC is a prominent aspect of VE in foreign language education and also emerges as a primary topic in the articles in this special issue. Given that VE is most commonly identified within formal education contexts, the article then foregrounds recent debate on whether VE is an educational approach or method and how this may impact teacher education. Finally, looking forward, the text outlines the importance of VE for upcoming generations and how VE might keep pace with anticipated technological advances.

Developing intercultural competences for more effective patient care and international medical and research collaborations

Introduction: In our globalised world, the role of intercultural competence in healthcare is increasing as societies become multicultural. The development of this competence should start in medical education. Objective: In our qualitative study among Hungarian medical students, we sought to find out to what extent the multicultural student composition of our elective course contributes to the development of their intercultural competence. Method: In our action research, semistructured focus group interviews were conducted with 35 Hungarian medical students between April and November, 2021. The transcripts of the digitally recorded interviews were evaluated using qualitative methods. Results: After a thematic analysis of the interviews, the vast majority of the students’ opinions could be classified into one of the following four thematic categories: 1) the benefits of studying together with international students, 2) the development of cultural awareness, 3) the development of an open mindset, and 4) the expected longterm impact of intercultural competence on medical work. Overall, Hungarian students evaluated their learning in the multicultural course positively. Based on the results of the focus group interviews, it can be claimed that by the end of the semester, the Hungarian students’ perceived intercultural competence had improved due to the course and its multicultural composition. Conclusion: The course, with its multicultural student population, can contribute to and promote the acquisition of intercultural competence, which in the long run can be effectively used by future doctors both in patient care and in effective communication within healthcare teams as well as in international medical, research and scientific collaborations. Providing a multicultural student environment in the classroom, including interactive teaching methodologies and intercultural project work, have many potentials to make the learning-teaching process more effective and could be applied in the future when developing new courses.

The role of intercultural competence, in the relationship between intercultural experiences and creativity among students

We studied the interplay of intercultural competence, intercultural experiences, and creativity among Russian students from Moscow (N = 272). We expected the students from culturally diverse groups, attending the courses on cultural issues, to be more creative. We based our expectation on the idea that cultural diversity and cultural learning are associated with a higher level of intercultural competence that might contribute to students’ creativity. We measured the intercultural experiences by cultural diversity of study groups (a number of foreign students in the groups and the intensity of friendly contacts with them) and by cultural learning (a number of culture-related courses that students attended). We measured creativity by the “Many Instances Game” from the Runco Creativity Assessment Battery (rCAB). We measured intercultural competence by the adapted scale of Fantini and Tirmizi. We discovered positive associations of intercultural experiences in the university with students’ creativity. Such components of intercultural competence as attitudes and skills (the adaptability of behavior), played an important role in the students’ creativity. The attitudes were positive and the skills were negative, related to the creativity. We also revealed that these two components of intercultural competence mediated the relationship between the intercultural experiences and creativity of students. Based on the results, we discussed the factors of the educational environment which may enhance or prohibit creativity.

The Role of Intercultural Competence on Graduate Supervisor-Supervisee Relationship and Well-being

ABSTRACT: In light of the increasing trend toward internationalization, developing intercultural competence (ICC) in graduate supervisors and supervisees by providing professional learning opportunities has become progressively more important in higher education institutions. ICC improves the supervisor-supervisee relationship, which, in turn, contributes to individual and collective well-being. We begin this article by reviewing the definitions of ICC. Based on our document analysis of graduate supervision handbooks in Canadian research-intensive universities, we present the current availability of professional learning opportunities for graduate supervisors and supervisees to develop their ICC. We also report on the thematic analysis of our written self-reflections on the role of ICC in supervisor-supervisee relationship and well-being. We conclude the article by making recommendations for a range of professional learning opportunities.

The Role of Intercultural Competence on Graduate Supervisor-Supervisee Relationship and Well-being

ABSTRACT: In light of the increasing trend toward internationalization, developing intercultural competence (ICC) in graduate supervisors and supervisees by providing professional learning opportunities has become progressively more important in higher education institutions. ICC improves the supervisor-supervisee relationship, which, in turn, contributes to individual and collective well-being. We begin this article by reviewing the definitions of ICC. Based on our document analysis of graduate supervision handbooks in Canadian research-intensive universities, we present the current availability of professional learning opportunities for graduate supervisors and supervisees to develop their ICC. We also report on the thematic analysis of our written self-reflections on the role of ICC in supervisor-supervisee relationship and well-being. We conclude the article by making recommendations for a range of professional learning opportunities.

The Relationship Between Intercultural Interactions At University And The Creativity Of Russian Students: The Role Of Intercultural Competence

This research studies the relationship between home country intercultural experience, intercultural and creativity among Russian students. We assume that students from culturally heterogeneous groups or/and students having a course dedicated to intercultural issues are more creative, as cultural diversity and cultural learning are associated with a higher level of intercultural competence, and intercultural may be positively related to creativity. The sample of the first study included 72 students and the sample of the second study included 272 students of HSE University. Creativity was measured by the indicators of creative thinking (fluency, flexibility, and originality) via Many instances game from the creativity test battery of Runco; intercultural was measured using Assessment of intercultural competence of Fantini & Tirmizi. Home country intercultural experience was operationalized via the presence of students from other countries in the study groups and via the inclusion of a Cross-Cultural Psychology course in the students’ curriculum. The results of the first study show that cultural learning in the home country institution leads to higher levels of creativity, while the cultural heterogeneity of the groups is associated with an increase in creativity only when cultural learning was applied. The results of the second study show such components of intercultural as attitudes and the adaptability of behavior play an important role in the creativity of Russian students: attitudes are positively and the adaptability of behavior is negatively related to creativity.

The Role of Intercultural Competence and Local Wisdom in Building Intercultural and Inter-religious Tolerance

ABSTRACTThis paper examines the role of intercultural competence and local wisdom to build tolerance. Recent situation shows that the rights of religious and cultural minorities are on the decline. It focuses on the experience and practice of tolerance in kampong Buneng to prevent ethno-religious conflict. This study employs accommodation theory and qualitative approach to investigate a case study, which describes real phenomena. The findings show that convergence strategy is more dominant than divergence strategy and local wisdom found in Buneng is designed to maintain harmony between village members rather than voicing distinction amongst plural identities occupying the same public sphere.

МІЖКУЛЬТУРНА КОМПЕТЕНТНІСТЬ ФАХІВЦІВ У ГАЛУЗІ МІЖНАРОДНИХ ВІДНОСИН ЯК СКЛАДОВА ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ

The purpose of the work is to clarify the role of intercultural competence in the field of international activity, through which the activity of IR specialists becomes more effective with respect to interacting with people representing different cultures while performing their professional duties. The research methodology consisted in the application of such research methods as study, analysis and generalization with the purpose of revealing the concept of intercultural competence as the ability to choose and carry out the speech act (behavior) depending on the purposes and content of professional speech with the help of linguistic means, as well as mastery of communication strategy and tactics. The scientific novelty lies in the description of the problem of mastering intercultural elements of professional competence by IR specialists. The problems of communication, social intercourse, and formation of various professional skills among specialists in different fields have been extensively covered in the scientific literature, but the problem of intercultural communication and formation of the elements of linguistic culture in the context of professional international activity remains insufficiently studied. Conclusions. The professional activity of specialists in the field of international relations does not only involve the utilization of professional skills but also awareness of the peculiarities of the host country's linguistic picture of the world, linguistic and extra-linguistic factors that determine communication in professional discourse.

Developing Intercultural Communicative Competence in Foreign Language Learning

Successful foreign language learners need to have intercultural communicative competence that goes beyond linguistic knowledge. This paper focuses on designing activities that promote intercultural communicative competence in foreign language learning. Competence in intercultural communication requires an understanding of both the L1 and L2 cultures. Using the Interagency Language Roundtable (ILR) [1] skill levels, this paper looks at the role of intercultural competence in developing effective cross-cultural communication. The paper presents lesson activities designed to build such intercultural competence from the elementary through professional working competency levels as defined by the ILR scale. The sample activities address specific cultural objectives, activate higher-order critical thinking skills, and have the added advantage of allowing teachers to recycle information to anchor and reinforce existing knowledge.

The Role of Intercultural Competence in Foreign Language Teaching

In recent years there has been a growing interest in the cultural dimension of foreign language education, and teachers today are expected to promote the acquisition of intercultural competence in their learners. Thus, the present study aimed to investigate the opinions and attitudes of Iranian teachers of English on intercultural competence teaching and to see how and to what extent these opinions and attitudes are reflected in their classroom application data were selected from 50 EFL teachers by mean of questionnaire. The questionnaire consisted of four parts that investigate the teachers' attitudes and opinions. Date for present study, which was descriptive. Two statistics were used, if so , one sample t-test can be used, otherwise the chi-square test can applicable. The result of one sample t-test revealed that language teachers seem to be aware of the role of the culture in foreign language education though they do not often integrate culture into their teaching in order to develop intercultural competence in their learners. In overall, Iranian EFL teachers had positive attitude toward teaching culture in the classroom.

The role of intercultural competence in University-Community engagement

This paper takes account of thinking arising from the ‘service learning’ experiences of many universities in the UK and North America. These practices and theories, developed in the social sciences area, address the subject of acquiring expertise, introducing the possibility of in-the-field university education in a structured form, up against and inside the ‘real world’. The paper looks at the possibility of transferring this experience to the field of ‘technical’ disciplines such as architecture and urban planning. In fact the complexity of contemporary towns and cities is subjecting these disciplines to a radical change from a teaching viewpoint where not only is a set of technical skills required of students and teachers, but also social, relationship and intercultural abilities.

An Empirical Study of Anticipated and Perceived Discrimination of Mainland Chinese Tourists in Hong Kong: The Role of Intercultural Competence

Mainland Chinese tourists constitute the largest portion of tourists in Hong Kong. As such, they are crucial to the tourist industry in Hong Kong. However, some of their dissatisfactory travel experiences do not receive adequate attention from either tourism practitioners or tourism scholars. The current study hopes to fill this research gap through an examination of the factors contributing to both anticipated and perceived discrimination of Mainland Chinese tourists. A questionnaire was distributed to 248 Mainland Chinese tourists in Hong Kong. Multivariate analysis of covariance (MANCOVA) was performed to examine the factors causing variance in anticipated and perceived discrimination. The findings reveal that, when past discriminatory experiences of either self or friends/relatives and the number of visits were controlled for, the intercultural competence of tourists had a significant effect on anticipated and perceived discrimination. Tourists who are more interculturally competent are less likely to anticipate and perceive discrimination. Practical implications are discussed in relation to how to reduce tourists' anticipated and perceived discrimination.