How pedagogical blogging helps prepare students for intercultural communication in the global workplace

Jaidev, Radhika

doi:10.1080/14708477.2013.866129

Cited by 13 publications

(18 citation statements)

References 13 publications

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“…Reflection during an intercultural learning process can be stimulated in different ways. Many of the proposed activities in literature require students to write about their experiences in ethnographic assignments (e.g., Kruse & Brubaker, 2007), research reports (e.g., Holmes & O'Neill, 2012), or reflective blogs (e.g., Elola & Oskoz, 2008;Lee, 2011;Jaidev, 2014). The fundamental idea is that describing and explaining intercultural experiences can help students make sense of these experiences, and thereby strengthen their effects on the development of ICC (Messelink, Van Maele & Spencer-Oatey, 2015;Hoefnagels & Schoenmakers, 2018).…”

Section: Blogging To Stimulate Reflectionmentioning

confidence: 99%

“…Several authors (e.g. Elola & Oskoz (2008), Holmes & O'Neill (2012) and Jaidev (2014), amongst others) have promoted blogging as a useful activity to accompany immersive intercultural learning experiences such as an internship abroad, for multiple reasons: blogging is a time and place independent learning activity that deepens reflective thinking, cultural knowledge and self-knowledge, whilst at the same time it encourages peers to learn from each other (Hoefnagels & Schoenmakers, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Linguistic Markers of Intercultural Competence in Student Blogs

Hanegreefs¹,

Pluymaekers²,

Hoefnagels³

2023

Preprint

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This study combines insights from psycholinguistics and text analysis to identify linguistic markers of intercultural competence (ICC) in 1,635 blogs about intercultural experiences, written by 672 Hotel Management students. By combining holistic ICC frameworks with a text-analytical approach at word level, we were able to demonstrate that blogs with a high perceived level of ICC contain significantly more I-words, more insights words and less quantifiers. These markers of ICC constitute concrete cues for teachers when assessing reflective writing assignments and allow them to pinpoint concrete areas for improvement in their feedback and interaction with students.

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Section: Blogging To Stimulate Reflectionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Linguistic Markers of Intercultural Competence in Student Blogs

Hanegreefs¹,

Pluymaekers²,

Hoefnagels³

2023

Preprint

View full text Add to dashboard Cite

show abstract

Section: Blogging To Stimulate Reflectionmentioning

confidence: 99%

“…Several authors (e.g. Elola & Oskoz (2008), Holmes & O'Neill (2012) and Jaidev (2014)) have promoted reflective writing or blogging as a useful activity to accompany immersive intercultural learning experiences such as an internship abroad, for multiple reasons: blogging is a time and place independent learning activity that deepens reflective thinking, cultural knowledge and self-knowledge, whilst at the same time it encourages peers to learn from each other (Hoefnagels & Schoenmakers, 2018). However, the sole fact of combining an internship with reflective blogging -or, in more general terms, of combining experience with reflection − does not automatically lead to the desired ICC learning outcomes (Jackson, 2015).…”

Section: Introductionmentioning

confidence: 99%

Linguistic Markers of Intercultural Competence in Student Blogs

Hanegreefs¹,

Pluymaekers²,

Hoefnagels³

2022

Preprint

View full text Add to dashboard Cite

This study combines insights from psycholinguistics and text analysis to identify linguistic markers of intercultural competence (ICC) in student blogs about intercultural experiences. By combining holistic ICC frameworks with a more analytical approach at text and word level, we were able to demonstrate that blogs with a high perceived level of ICC contain significantly more I-words, more insights words and less quantifiers. These markers of ICC constitute concrete cues for teachers when assessing reflective writing assignments and allow them to pinpoint concrete areas for improvement in their feedback and interaction with students.

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“…Courses, projects, or programs with multiple goals combined cultural studies and engineering professional studies. From the analysis of the 34 selected articles in this category, these goals included dealing with ill-structured problems within global contexts [9,53]; developing software and increasing technical innovation for other countries [66,67]; acquiring knowledge about cross-cultural product design [20,44]; and developing professional communication and competence for the international workplace [33,68].…”

Section: Learning Goalsmentioning

confidence: 99%

Engineering Students' Perspectives on the Learner Agency Development in an Intercultural PBL Context in Denmark

Jiang

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She obtained her Master degree in History of Education in 2018 from Beijing Normal University, China. She started her PhD in July 2020. Her PhD research focuses on the intercultural PBL context in engineering education, with a special focus on the adaptability and development of learner agency in such an environment. She also worked as a research assistant at the same time, focusing on student agency and engagement for sustainability in PBL. From 2021 to 2022, she joined a Europeanlevel project, SMART-ER Academy for the European Consortium of Innovative Universities (ECIU), where she collaborated with twelve European universities on completing a deliverable report. VII ACKNOWLEDGMENTS This PhD program started in July 2020 and finished in Nov 2023 at the Aalborg Center for PBL in Engineering Science and Sustainability under the auspices of UNESCO and Department of Planning & Institute for Advanced Study in PBL, Aalborg University. This wonderful journey has shaped me as a more independent researcher and has given me the passion and interest to do the research. I would like to express my deepest gratitude to the following individuals, who have contributed significantly to the completion of this PhD program.

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How pedagogical blogging helps prepare students for intercultural communication in the global workplace

Cited by 13 publications

References 13 publications

Linguistic Markers of Intercultural Competence in Student Blogs

Linguistic Markers of Intercultural Competence in Student Blogs

Linguistic Markers of Intercultural Competence in Student Blogs

Engineering Students' Perspectives on the Learner Agency Development in an Intercultural PBL Context in Denmark

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