An Investigation into Undergraduate Students’ Readiness for Intercultural Written Communication in a Foreign Language

Salynskaya, Tatiana V.; Tuchkova, I. G.; Yasnitskaya, Arina A.

doi:10.36923/jicc.v21i2.15

Cited by 3 publications

(2 citation statements)

References 17 publications

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“…However, it should be regarded as that it is a developmental process. Previous research, such as that developed by the Study Abroad for the Global Engagement (SAGE), shows that short-term study abroad experiences may impact the students' learning outcomes as long-term stays abroad (Paige et al 2009;Salynskaya, Tuchkova, & Yasnitskaya, 2022). The SAGE project highlighted the importance of the content studied during the mobility program, which is reflected in the SINO results.…”

Section: Discussionmentioning

confidence: 97%

Intercultural And Professional Skills in Student Mobility to Boost Employability

Sierra-Huedo

Foucart

2022

JICC

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The internationalisation of higher education institutions is mainly focused on mobility programs. Increasingly programs try to improve the intercultural learning of their students through internationalising their curriculum and assessing their intercultural experiences. The purpose of this research was to evaluate the acquisition of intercultural competence and professional skills of higher education students during a specific short Erasmus+ mobility program. Thirty-two students came from four different countries and fields of study: Spain, Belgium, France, and China. A specific teaching methodology was used to promote the development of intercultural and professional competencies. A mixed methods approach was developed to collect data. The results showed that the students acquired intercultural competence and important professional skills. They improved their awareness of the importance of working in multicultural teams and settings; for 100% of them, this was just the first step in a developmental process. The participants reflected on their intercultural learning experiences and learned how to reflect and learn about intercultural and professional misunderstandings using coping mechanisms to face these issues.

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Section: Discussionmentioning

confidence: 97%

Intercultural And Professional Skills in Student Mobility to Boost Employability

Sierra-Huedo

Foucart

2022

JICC

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“…Indeed, many researchers agree with Arnold and Brown (1999, p. 8) that 'anxiety is quite possibly the affective factor that most pervasively obstructs the learning process. This negative effect of anxiety on language processing is attributed to the limited cognitive resources of the brain, which, instead of attending to immediate communicative needs, are required to deal with the anxiety (Dornyei & Ryan, 2015;Salynskaya, Tuchkova, & Yasnitskaya, 2022).…”

Section: Introductionmentioning

confidence: 99%

A Cross-Cultural Study on Iranian and Arab L2 Learners’ Foreign Language Anxiety

Doqaruni

2022

JICC

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This study is an attempt to provide an alternative insight into the nature of foreign language anxiety (FLA) from a cross-cultural perspective. The participants were 122 Arab and 107 Iranian second/foreign language students. The present study used a mixed methods design, i.e. questionnaire and interview, to gain a richer understanding of the participants’ FLA. It was found that in addition to experiencing anxiety due to pressures related to teacher feedback, a majority of Arabs also experienced FLA because of their perceptions of their instructors. The results further showed that both groups of participants did not consider attending additional foreign language classes anxiety-provoking. This study also corroborates the findings of the previous work on the negative relationship between FLA and self-concept variables. Finally, this view that FLA is a concern of face in different cultures is supported by the findings of the present study, especially with reference to the Iranians.

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The Construction of a Model for Cultivating Intercultural Communication Competence of Business English Majors in the Context of One Belt and One Road

Lin

2024

Applied Mathematics and Nonlinear Sciences

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Under the background of Belt and Road, not only economic cooperation but also humanistic exchanges between countries should be strengthened, which requires that modern college students have strong communication skills in Business English. This paper discusses the model of cultivation and constructs an ICC model containing five aspects: knowledge, attitude, interpretation and association skills, discovery and interaction skills, and education. Based on this model, the course content and teaching methods are designed around four dimensions: attitude, knowledge, skills, and critical cultural awareness. Through the construction of the intercultural communication competence index system to verify the effect of the ICC model on the cultivation of students’ intercultural communication competence, all dimensions show that the effect of the ICC model is more obvious. The results of teaching practice show that the student’s final average score is 66.59, which is 10.27 points higher than the midterm average score, and the significant probability of the t-test using SPSS is p<0.01, which is a significant difference between before and after. The above-analyzed results prove that the ICC model achieved good teaching effects in the application experiment.

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An Investigation into Undergraduate Students’ Readiness for Intercultural Written Communication in a Foreign Language

Cited by 3 publications

References 17 publications

Intercultural And Professional Skills in Student Mobility to Boost Employability

Intercultural And Professional Skills in Student Mobility to Boost Employability

A Cross-Cultural Study on Iranian and Arab L2 Learners’ Foreign Language Anxiety

The Construction of a Model for Cultivating Intercultural Communication Competence of Business English Majors in the Context of One Belt and One Road

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