The impact of study abroad on pre-service and in-service teachers’ intercultural competence: A meta-analysis

HUANG, QINHUI; Cheung, Alan; Xuan, Qianying

doi:10.1016/j.tate.2023.104091

Cited by 13 publications

(12 citation statements)

References 86 publications

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“…This study also aimed to investigate intercultural competence levels of EFL preparatory students. Similar to studies regarding IS, the studies conducted in relation to IC were mostly conducted with pre-service teachers (Beek, 2023;Çakır, 2022;Huang, Cheung, & Xuan, 2023;Sapkota, Zhou, Mbewe, Newton, & Phillion, 2023). However, several studies explored IC of tertiary level students.…”

Section: Discussionmentioning

confidence: 99%

Intercultural Competence and Intercultural Sensitivity Levels of EFL Preparatory Students: Insights from a Turkish Context

TIKIZ ERTÜRK,

DEMİRÖZ,

ATA

2023

GAUN-JSS

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Effective communication between people with different emotional, cognitive, and behavioral perspectives requires skill in handling communication. Learning intercultural communication skills (IC), which are more important than language proficiency and communicative competence, is necessary for teaching foreign languages as English becomes a global language. Effective communication in English language classes, thus, requires multicultural sensitivity and competency. Intercultural competence (IC) is crucial in a globalized society where people must behave ethically and competently in cross-cultural relationships. As societies strive toward collective goals and establish lasting social, cultural, and economic connections with diverse cultural groups, intercultural sensitivity is gaining importance at all educational levels, particularly for foreign language learners. Many students lack intercultural knowledge, abilities, and mindsets. This study examines how EFL preparatory students perceive their intercultural sensitivity and competencies, whether there exists a statistically significant relationship between these two variables, and whether these variables show a difference regarding the participants’ demographics. The study adopted a descriptive methodology by using a correlational survey method. Data were collected from EFL preparatory students at a state university in western Türkiye by using the Intercultural Sensitivity Scale and the Intercultural Competence Scale (ICS). Convenience sampling technique was used to collect data. T-test, Pearson correlation, and Spearman's Rho tests were used to calculate frequency and percentages with SPSS program, version 22. The results showed that EFL preparatory students demonstrated a high level of IS and IC levels; however, the participants’ IS and IC levels did not significantly differ by their demographics. Educational implications were suggested in the light of the literature.

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Section: Discussionmentioning

confidence: 99%

Intercultural Competence and Intercultural Sensitivity Levels of EFL Preparatory Students: Insights from a Turkish Context

TIKIZ ERTÜRK,

DEMİRÖZ,

ATA

2023

GAUN-JSS

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“…Goldstein (2022) highlights: "Thus, although multiple models of ICC have been proposed, there is general agreement that it foundationally involves intercultural knowledge and awareness of cultural differences (cognitive), motivation for contact with and nonjudgmental respect for unfamiliar cultures (affective), and the ability to obtain, adapt to, and sensitively apply cultural information to facilitate intercultural communication and conflict resolution (behavioral) (Behrnd & Porzelt, 2012)." Previous students have reported a growth of intercultural competence and knowledge, attitude, and skills of students have studied abroad (Huang, Cheung & Xuan, 2023) and it has been pointed out that intercultural competence needs to be incorporated in study abroad programmes and experiences. Paige and Vande Berg (2012) have highlighted that intercultural competence development and study abroad programmes are related in the way that they bring a change in intercultural competencies.…”

Section: Intercultural Competence Development In University Students ...mentioning

confidence: 99%

Developing Intercultural Competences in the Study-Abroad Programme Semester at Sea (SAS)

Mayer,

Louw,

Larsen

2024

JICC

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Semester at Sea is a US-American study abroad programme during which students spend a semester on a ship studying while visiting various countries. The purpose of this article is to determine the intercultural competence development in the students during the Fall voyage through a self-assessment questionnaire. The research is anchored in a post-positivistic research paradigm, using an intercultural competence survey questionnaire to determine the intercultural competence at the beginning and at the end of the voyage in 182 participants. Results show that the intercultural competences, in terms of intercultural knowledge, awareness and skills of the students improved significantly during the voyage, when comparing all pre-voyage and post-voyage scores of the three components. This means that the SAS programme creates a diverse and multicultural learning space within the international educational system, promoting cultural knowledge, awareness, skill development through the combination of an academic curriculum and hands-on intercultural experiences. The study contributes to evaluating SAS as a US study abroad programme and provides conclusions and recommendations for future research and practice.

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“…Intercultural competence is not a static trait but rather a dynamic and evolving skill set that requires continuous cultivation and refinement [31]. By providing regular opportunities for faculty and staff to engage in intercultural learning experiences, such as workshops, seminars, study abroad programs, and cross-cultural dialogues, institutions can support their ongoing growth and development [32][33][34]. This not only enhances their ability to effectively engage with diverse students but also fosters a culture of lifelong learning and continuous improvement within the institution [28].…”

Section: Comprehensive Approach To Intercultural Learningmentioning

confidence: 99%

Transformative Pathways: Implementing Intercultural Competence Development in Higher Education Using Kotter’s Change Model

Kuffuor,

Aggrawal,

Jaiswal

et al. 2024

Education Sciences

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This study explores the efficacy of Kotter’s eight-step change model in fostering intercultural competence among faculty and staff within a large Midwestern public university. Recognizing the need for intercultural development in higher education, this research applies a structured change framework coupled with the Intercultural Development Inventory (IDI) assessment tool to guide the change process. The development of intercultural competence among faculty and staff is crucial for creating inclusive learning environments, as they play a pivotal role in modeling intercultural competence and fostering students’ skills necessary to navigate an increasingly diverse and interconnected world. This study employs an instrumental case study design, utilizing interviews, document analysis, and Intercultural Development Inventory (IDI) assessments to examine the change process over a three-year period. The findings demonstrate how each step of Kotter’s model was successfully adapted to drive organizational change and enhance intercultural competence among 639 faculty and staff members across 11 departments in the College of Agriculture. This study highlights the importance of creating a shared vision, empowering stakeholders, and anchoring changes in the institution’s culture and emphasizes the pivotal role of structured change management in achieving substantive improvements in intercultural learning environments. The insights and strategies presented can serve as a foundation for other higher education institutions seeking to implement similar initiatives and foster inclusive learning environments.

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The impact of study abroad on pre-service and in-service teachers’ intercultural competence: A meta-analysis

Cited by 13 publications

References 86 publications

Intercultural Competence and Intercultural Sensitivity Levels of EFL Preparatory Students: Insights from a Turkish Context

Intercultural Competence and Intercultural Sensitivity Levels of EFL Preparatory Students: Insights from a Turkish Context

Developing Intercultural Competences in the Study-Abroad Programme Semester at Sea (SAS)

Transformative Pathways: Implementing Intercultural Competence Development in Higher Education Using Kotter’s Change Model

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