Intercultural sensitivity: A comparative study among Business English Undergraduate Learners in two Countries of Iran and China

One of the major aspects of intercultural communication competence is intercultural sensitivity which is gaining increasing attention in different disciplines. Intercultural sensitivity is important because it reduces cultural barriers between people interacting from different cultures. This paper focuses on the importance of intercultural sensitivity and shares the results of a comparative study on the intercultural sensitivity among two countries of Iran and China. For this purpose, 40 Iranian and 40 Chinese male and female undergraduate Business English students completed the intercultural sensitivity questionnaire comprising five factors with 24 items developed by Chen and Starosta (2000). The results showed that in all five dimensions of the intercultural sensitivity including “Interaction Engagement”, “Respect for Cultural Differences”, “Interaction Confidence”, “Interaction Enjoyment”, and “Interaction Attentiveness”, Iranian participants had greater scores compared to Chinese participants. For both countries by increasing the age, the scores of all five dimensions of intercultural sensitivity increased too. Also, the results indicated that both Iranian and Chinese male participants had greater level of intercultural sensitivity in dimensions of “Interaction Engagement”, “Respect for Cultural Differences”, and “”Interaction Confidence” compared to female ones. However, gender did not have any impact on two intercultural sensitivity dimensions of “Interaction Enjoyment” and “Interaction Attentiveness”.

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Beyond cultural barriers, Islamic mysticism and intercultural insights

10.53100/ttrnn212ujgfg_6 ◽

2019 ◽

Vol 2 ◽

Author(s):

Ali Asghar Mosleh

Keyword(s):

Comparative Study ◽

Climatic Conditions ◽

Cultural Barriers ◽

World Religions ◽

Cultural Elements ◽

Islamic Mysticism ◽

Different Cultures ◽

Historical Periods ◽

Intercultural Philosophy

Mysticism has had a magnificent role in most cultures, particularly in cultures based upon world religions. Studies conducted in recent decades show that emergent mysticisms in different historical periods and territories, despite the great differences in terms of climatic conditions, historical experiences, language and other cultural elements, share similar roots and principles. One of the roles intercultural philosophy can play is to introduce a comparative study of these emergent mysticisms in different cultures in order to create an appropriate setting for dialogue and understanding between cultures. In this article we briefly examine the grounds of the emergence and development of Islamic mysticism (Sufism) in Iran and then discuss one example of its potential for intercultural insight and dialogue with other traditions.

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Investigation on the Intercultural Sensitivity of English Teachers in Chinese Elementary Schools

Journal of Contemporary Educational Research ◽

10.26689/jcer.v5i12.2670 ◽

2021 ◽

Vol 5 (12) ◽

pp. 1-6

Author(s):

Xinglei Jia

Keyword(s):

Intercultural Communication ◽

Intercultural Sensitivity ◽

English Teachers ◽

Human Beings ◽

Five Dimensions ◽

Intercultural Communication Competence ◽

Efl Teachers ◽

The Subject ◽

Globalized World

The development of technology has driven human beings into a globalized world, which requires intercultural communication competence (ICC). As its affective aspect, the subject of intercultural sensitivity (IS) is being heatedly discussed nowadays. This study focuses on the importance of intercultural sensitivity (IS) among Chinese EFL teachers and attempts to explore their current level and the possible reasons for it. For this purpose, questionnaires were distributed to 29 Chinese elementary school English teachers, and the results from the questionnaire showed that the IS level of these teachers is satisfactory, scoring high in five dimensions: interaction engagement, respect for cultural differences, interaction confidence, interaction attentiveness, and interaction enjoyment. The follow-up interview suggested that the high IS level may be a result from intercultural communication training. Moreover, this research found that Chinese teachers were more engaged and enjoyed less in view of scarce opportunities for communication in authentic cross-cultural contexts. Several suggestions and implications for further research have also been included in this article.

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Summer Study-Abroad Program as Experiential Learning: Examining Similarities and Differences in International Communication

Journal of International Students ◽

10.32674/jis.v5i2.433 ◽

2015 ◽

Vol 5 (2) ◽

pp. 175-187

Author(s):

Kenneth J. Levine ◽

Michelle E. Garland

Keyword(s):

Study Abroad ◽

Cultural Differences ◽

Intercultural Communication ◽

Intercultural Sensitivity ◽

International Communication ◽

Intercultural Communication Competence ◽

Communication Competency ◽

Post Test ◽

Study Abroad Program ◽

Summer Study

This paper examines how the study-abroad experience enhances intercultural communication competence. This study used Bennett’s (1986, 1993) model of ethnorelative typology of acceptance, adaptation, and integration to explore intercultural communication competency. Central to intercultural communication competency is intercultural sensitivity and modified perceptions of cultural differences. A pre-test/post-test open-ended questionnaire design was utilized to uncover what was learned by students while participating in a four-week summer study-abroad program in Paris and Brussels. Based on 110 participants over 16 years, results indicated that both sensitivity to and understanding of cultural differences are heightened as a result of the study-abroad experience. Further, these findings provided support for outcomes showing attainment of intercultural communication competency learning objectives.

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Factor Structure of the Intercultural Sensitivity Scale

Društvene i humanističke studije (Online) ◽

10.51558/2490-3647.2021.6.1.185 ◽

2021 ◽

pp. 185-200

Author(s):

Kristijan Popović

Keyword(s):

Cultural Differences ◽

Factor Structure ◽

Intercultural Sensitivity ◽

Sphericity Test ◽

Five Factors ◽

Analysis Of Results ◽

Self Assessments ◽

Main Components ◽

Index Value ◽

Descriptive Scale

The aim of this study was to determine the factor structure of Chen and Starost’s self-descriptive scale of intercultural sensitivity. The applied scale was based on the self-assessments of 24attitudes with a five-point Likert scale. A group examination was performed on 621 students in the final grades of primary school. Factor analysis isolated five factors that include students’ intercultural sensitivity: interaction enjoyment, interaction confidence, interaction attentiveness, respect of cultural differences, and interaction engagement. The scale is solidly represented by the main components that explain the variance with 49.18% of the examined phenomenon. The reliability coefficient of the scale on our sample is acceptable and amounts to α=0.820. The Kaiser-Meyer-Olkin sample adequacy index had an index value of K=0.85, and the Bartlett sphericity test was statistically significant χ2=3684,968;df=276; p <.000. The analysis of results showed the need for further improvement of the scale, and the research certainly represents a modest standardization to the validation of the intercultural sensitivity scale, and we point out the applicability and usefulness of Chen and Starost intercultural sensitivity scale on different samples.

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Intercultural Sensitivity Assessment of the Postgraduates Majoring in English: A Case Study of Guangxi Normal University

Higher Education Studies ◽

10.5539/hes.v8n4p59 ◽

2018 ◽

Vol 8 (4) ◽

pp. 59

Author(s):

Guangcun Zhao

Keyword(s):

Work Experience ◽

Cultural Difference ◽

Intercultural Sensitivity ◽

Individual Factors ◽

Intercultural Communication Competence ◽

Undergraduate Study ◽

Sensitivity Assessment ◽

Five Factors ◽

Research Questions ◽

Normal University

This study is using Chen and Starosta’s Intercultural Sensitivity Scale (ISS hereafter) to assess the intercultural sensitivity (ICS hereafter) level of postgraduates of Grade 2016 majoring in English from the College of Foreign Studies in Guangxi Normal University (GXNU hereafter) and try to discover what individual factors, such as Work Experience, Work Types and so on, influence their ICS level. The research questions are: 1) what is the postgraduates’ ICS level like? 2) What individual factors influence the postgraduates’ ICS? By analyzing the 102 copies of valid questionnaires, this study gets the following findings. 1) The subjects’ general ICS level is moderate for their mean ICS total score is 88.63, within the range of 80-100. 2) Among the five factors of ICS, the value of Respect for Cultural Difference is the highest while Interaction Confidence is the lowest. 3) Among the subjects’ individual factors, Work Experience, Having Friends from Different Cultures and Having Passed TEM8 exert significant influence on the subjects’ ICS level, while factors such as Work Types, IC Courses Offered during the Undergraduate Study, Working as Volunteers, and Work Length, have no significantly statistical effect on the subjects’ ICS level. The above findings successfully answer the two research questions. Then, based on the subjects’ real situations, this study analyzes the underlying causes for the findings from two perspectives. Firstly, Chinese students are greatly affected by the collectivism-oriented cultural value. Secondly, the subjects lack chances of intercultural practice and experience. In the end, four tentative suggestions are put forward to improve the subjects’ ICS level and intercultural communication competence.

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Comparative study of Third Culture Individuals (TCI) and non-Third Culture Individuals in relation to Cultural Intelligence

ICONIET PROCEEDING ◽

10.33555/iconiet.v2i4.49 ◽

2019 ◽

Vol 2 (4) ◽

pp. 312-322

Author(s):

Syarifah Muthia Nurjihan ◽

Sharon Schumacher

Keyword(s):

Comparative Study ◽

Intercultural Communication ◽

Cultural Intelligence ◽

Online Survey ◽

Communication Competence ◽

Growing Up ◽

Third Culture ◽

Four Dimensions ◽

Intercultural Communication Competence ◽

Different Cultures

Third Culture Individuals (TCIs) are individuals who spent a significant part of their developmental years outside of their passport country, often associated with having cultural intelligence and intercultural communication competence. While TCIs are naturally exposed to various cultures as a result of their mobility, non-TCIs do not necessarily share the same traits and experiences growing up. However due to globalization this may no longer be the case and may perhaps be the reason why despite the differences, TCI and non-TCIs are similar in some way. TCIs are known for their ability to be accepting of different cultures; a characteristic often associated with cultural intelligence, from this it can be assumed that TCIs have a higher level of Cultural Intelligence than non-TCIs. So far there hasn’t been sufficient research regarding TCIs in general, which also applies in theIndonesian context. This study compares the level of Cultural Intelligence of both Indonesian TCIs and non-TCIs through a quantitate research using the Cultural Intelligence (CQ) scale thatmeasures four dimensions; metacognitive, cognitive, motivational and behavioral. Data in this research were gathered from an online survey, from a total of 140 Indonesian TCI and non-TCI respondents that are currently living in Indonesia. Results showed that TCI samples have a higher level of Cultural Intelligence than non-TCIs, with motivational CQ being the dimension scored highest for both TCI and non-TCI samples.

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Empire Loyalism and Nationalism in Ukraine and Ireland

Communist and Post-Communist Studies ◽

10.1525/cpcs.2020.53.3.88 ◽

2020 ◽

Vol 53 (3) ◽

pp. 88-106

Author(s):

Taras Kuzio

Keyword(s):

Soviet Union ◽

Northern Ireland ◽

Comparative Study ◽

The Other ◽

History And Memory ◽

Memory Politics ◽

Irish History ◽

British Rule ◽

Five Factors ◽

Post Colonialism

This is the first comparative article to investigate commonalities in Ukrainian and Irish history, identity, and politics. The article analyzes the broader Ukrainian and Irish experience with Russia/Soviet Union in the first and Britain in the second instance, as well as the regional similarities in conflicts in the Donbas region of Eastern Ukraine and the six of the nine counties of Ulster that are Northern Ireland. The similarity in the Ukrainian and Irish experiences of treatment under Russian/Soviet and British rule is starker when we take into account the large differences in the sizes of their territories, populations, and economies. The five factors that are used for this comparative study include post-colonialism and the “Other,” religion, history and memory politics, language and identities, and attitudes toward Europe.

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Cultural differences in speed adaptation in human-robot interaction tasks

Paladyn Journal of Behavioral Robotics ◽

10.1515/pjbr-2019-0022 ◽

2019 ◽

Vol 10 (1) ◽

pp. 256-266

Author(s):

Fabio Vannucci ◽

Alessandra Sciutti ◽

Hagen Lehman ◽

Giulio Sandini ◽

Yukie Nagai ◽

...

Keyword(s):

Cultural Differences ◽

Experimental Studies ◽

Human Movement ◽

Human Robot Interaction ◽

Motor Resonance ◽

Robot Interaction ◽

General Acceptance ◽

Implicit Information ◽

Different Cultures ◽

Source Of Information

AbstractIn social interactions, human movement is a rich source of information for all those who take part in the collaboration. In fact, a variety of intuitive messages are communicated through motion and continuously inform the partners about the future unfolding of the actions. A similar exchange of implicit information could support movement coordination in the context of Human-Robot Interaction. In this work, we investigate how implicit signaling in an interaction with a humanoid robot can lead to emergent coordination in the form of automatic speed adaptation. In particular, we assess whether different cultures – specifically Japanese and Italian – have a different impact on motor resonance and synchronization in HRI. Japanese people show a higher general acceptance toward robots when compared with Western cultures. Since acceptance, or better affiliation, is tightly connected to imitation and mimicry, we hypothesize a higher degree of speed imitation for Japanese participants when compared to Italians. In the experimental studies undertaken both in Japan and Italy, we observe that cultural differences do not impact on the natural predisposition of subjects to adapt to the robot.

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