Investigating Student Development of Intercultural Communication Competence Through Collaborative Online International Learning

• In Event: Sheraton Roundtable Session Thirteen
  In Roundtable Session: Faculty Teaching and Student Learning in the Online Classroom (Table 9)

Abstract

This qualitative case study details the Intercultural Communication Competence (ICC) development of seven Chinese foreign language learners who participated in Collaborative Online International Learning (COIL) activities at a U.S. public regional university with native Chinese university speakers over two years. Drawing on sociocultural and transformative learning theories, data indicates that students’ ICC development transpired in the following ways: (a) increased cultural knowledge of the target culture(s) and the participants’ home culture(s); (b) increased tolerance and open-mindedness to foreign concepts and cultural norms; (c) increased awareness of cultural differences and similarities; and (d) advanced communicative skills when interacting with speakers in Chinese. Barriers to effective ICC implementation include disparities in digital access, as well as differing personalities and communication styles.

Authors

• Yizhe Huang, University of North Georgia
  Presenting Author

• Michael Lanford, University of North Georgia
  Presenting Author