scholarly journals “They Make No Contribution!” versus “We Should Make Friends with Them!”—American Domestic Students’ Perception of Chinese International Students’ Reticence and Face

2018 ◽  
Vol 8 (4) ◽  
Author(s):  
Yi Zhu ◽  
Mary Bresnahan
Keyword(s):  
International Students ◽  
Intercultural Communication ◽  
Thematic Analysis ◽  
Perspective Taking ◽  
Qualitative Data ◽  
Chinese International Students ◽  
Domestic Students ◽  
Intercultural Communication Competence ◽  
American Students ◽  
Quasi Experimental

This project examined both quantitative and qualitative data about how American domestic undergraduates perceived Chinese international students’ (CISs) reticence and face concerns. A quasi-experimental design about American students’ ratings of a fictional CIS described in scenarios demonstrated that the reticent CIS was rated as more typical, less likable, and less socially-approved. A thematic analysis of American students’ impression about CISs suggested: 1) some Americans stigmatized CISs due to their poor English and reticence in classroom; 2) others were more open-minded to approach CISs’ reticence with intercultural communication competence by taking CISs’ perspective. The findings indicated: the stereotype that typical CISs are reticent leads to Americans’ negative evaluations of CISs; while perspective-taking skills resulted in better intercultural-communication experience.

Chinese international students and American domestic students’ intercultural communication in response to group criticism: collective face and discomfort feelings

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yi Zhu ◽  
Mary Jiang Bresnahan
Keyword(s):  
International Students ◽  
Intercultural Communication ◽  
Chinese International Students ◽  
Analysis Of Covariance ◽  
Country Image ◽  
Domestic Students ◽  
Content Type ◽  
American Students ◽  
The Usa ◽  
Face Concern

Purpose Group criticism plays an important role in intergroup relations and conflicts, but few studies have related group criticism to intercultural communication contexts. This study aims to explore two cultural groups’ (Chinese international students in the USA and American domestic students) collective face concern as a unique experience in intercultural communication and other psychological responses while encountering group criticism targeting their country image. Design/methodology/approach A laboratory experiment was conducted assessing Chinese international students (n = 115) and American domestic students’ (n = 100) responses to a research-confederate critic (whose group membership was manipulated) criticizing participants’ country image such as blaming China and the USA for air pollution or using drugs in the Olympics. analysis of covariance, correlational analysis and regression analysis were adopted to analyze the data. Findings Chinese international students reported higher collective face concerns and lower liking toward the critic compared with American students. When criticism specifically targeted participants’ country image, Chinese international students reported more discomfort feelings than American students; and while responding to the critic who identified as participants’ ingroup member, Chinese international students’ discomfort feelings were more susceptible to their collective face than American students in the same condition. Originality/value This study illustrates cultural differences in collective face concerns and psychological reactions in responding to criticism targeting a country image in intercultural communication contexts.

Intercultural Communication Between East and West

2020 ◽  
pp. 840-862
Author(s):  
Ping Yang
Keyword(s):  
International Students ◽  
Intercultural Communication ◽  
Communication Competence ◽  
Communication Training ◽  
Intercultural Communication Competence ◽  
Studying Abroad ◽  
Cultural Shock ◽  
Intercultural Adaptation ◽  
Communication Challenges ◽  
English Speaking

This chapter examines verbal and non-verbal intercultural communication challenges faced by Australian students studying abroad in China. Using intercultural communication theories, the author analyses potential cultural shock and intercultural differences to help Australian students be aware of academic and social survival skills in their destination country. While there are many publications about international students' intercultural communication issues and intercultural adaptation difficulties within English-speaking countries, there are comparatively few works on Australian students' intercultural communication competence needed for living in China. This chapter looks at pedagogical implications of intercultural communication training for Australian students prior to their overseas studies and outbound mobility experience.

scholarly journals Critical Thinking and Chinese International Students: An East-West Dialogue

2011 ◽  
Vol 5 (2) ◽  
Author(s):  
Michael W. O'Sullivan ◽  
Linyuan Guo
Keyword(s):  
Critical Thinking ◽  
International Students ◽  
International Education ◽  
Chinese International Students ◽  
Domestic Students ◽  
The West ◽  
Post Secondary ◽  
Comparative And International Education ◽  
Intellectual Traditions ◽  
Critical Skills

In the West, the teaching of critical thinking, albeit differentially defined, is seen as the core of work at a graduate level. Despite the fact that developing such critical skills is increasing as an expectation of schools in the West, the literature reflects concerns that Canadian educated students arrive at university unprepared to engage at the expected level of criticality. If this is true of domestic students, what is the situation facing those international students who were educated in intellectual traditions, such as China’s, where critical thinking, at least as understood in the West, is rarely encouraged, and often actually discouraged? Do such students arrive prepared to work at a post-secondary level that involves critical thinking? Do such students embrace or resist critical thinking when these skills are taught to them? Is teaching critical thinking to these students a legitimate scholarly pursuit or is it, in effect, a neocolonial conceit? Can the Asian notion of harmony be reconciled with the Western notion of often-times sharp engagement with ideas and debate with their classmates and instructors? The authors, one a Canadian born and raised professor of comparative and international education to Chinese students studying in Canada, the other, a Chinese scholar who recently completed her doctorate in Canada where she now teaches, engage in a dialogue on Western concepts of critical thinking and the reaction of one class of Chinese international students to this pedagogy.

scholarly journals An Investigation of Factors Contributing to Foreign Language Speaking Anxiety among International Students in Indonesian Universities

2019 ◽  
Vol 12 (1) ◽  
pp. 13
Author(s):  
Herri Mulyono
Keyword(s):  
International Students ◽  
Foreign Language ◽  
Intercultural Communication ◽  
Thematic Analysis ◽  
Qualitative Method ◽  
Communication Apprehension ◽  
Small Scale ◽  
Negative Attitudes ◽  
Speaking Anxiety ◽  
Learning Language

This small-scale study aimed to factors that contribute to foreign language speaking anxiety among international tertiary students in Indonesia. The study drew on a qualitative method where seven International students studying at three universities in Indonesia were interviewed. The collected data then were transcribed and analyzed using a thematic analysis. The result revealed that the student participants experienced both facilitative and debilitative speaking anxiety when interacting with their peers during classroom learning. Language barriers, negative attitudes, intercultural communication apprehension were identified to provoke FLSA among the students. More importantly, these three factors also contributed to students’ feeling of speaking anxiety in their daily communication. Keywords: English as a Foreign Language (EFL), Foreign Language Speaking Anxiety (FLSA), Facilitative and Debilitative Speaking Anxietyfrstractg the shrformance in thes

scholarly journals International Students' Intercultural Sensitivity and Intercultural Communication Competence in Malaysia

2020 ◽  
Author(s):  
IMRAN SSEMUDDU
Keyword(s):  
International Students ◽  
Intercultural Communication ◽  
Significant Relationship ◽  
Quantitative Research ◽  
Intercultural Sensitivity ◽  
Communication Competence ◽  
Survey Method ◽  
Intercultural Communication Competence ◽  
The Relationship ◽  
Uncertainty Management Theory

<div> <div> <div> <p> </p><div> <div> <div> <p> </p><div> <div> <div> <p>This study is set out to understand intercultural communication competence and sensitivity among International students in Malaysia. In the discipline of communication, intercultural communication competence (ICC) has been a subject of study for more than five decades. Over this time, many have identified a number of variables that contribute to intercultural communication (ICC). This paper examines significant relationship between international students’ intercultural communication competence and their intercultural sensitivity as per their everyday situations in Malaysia. Anxiety uncertainty management theory is applied to the study to explain the relationship between intercultural communication competence and intercultural sensitivity among international students studying in Malaysia. Gudykunst (2005) described seven factors that envisage a person’s uncertainty and anxiety levels while communicating with unfamiliar persons: motivation to interact with strangers, self-concept, reactions to strangers, social categorization of strangers, situational processes, ethical interactions and connections with strangers. These help reduce other people’s anxiety as well as their uncertainty. The study employed a quantitative research design using the survey method where a self-administered questionnaire was employed and respondents were recruited using non-random sampling to generate the data. 300 international students from international Islamic university Malaysia (IIUM) who have studies in Malaysia for over a year participated in the study. Findings show, that there is a significant relationship between students with intercultural sensitivity and intercultural communication competence. The study recommends, that further research should be done to examine whether a single mediating factor such as change in anxiety and uncertainty can affect the level of intercultural sensitivity and intercultural communication competence. The theory is also supported in the study.</p><p> </p> </div> </div> </div> </div> </div> </div> </div> </div> </div>

scholarly journals Advising International Students in Engineering Programs: Academic Advisors' Perceptions of Intercultural Communication Competence

2017 ◽  
Vol 37 (2) ◽  
pp. 33-43 ◽  
Author(s):  
Yi Leaf Zhang ◽  
Trang V. Dinh
Keyword(s):  
Academic Success ◽  
International Students ◽  
Intercultural Communication ◽  
Research University ◽  
Communication Competence ◽  
Academic Advisors ◽  
Cultural Backgrounds ◽  
Engineering Programs ◽  
Intercultural Communication Competence ◽  
College Of Engineering

In recent years, an increasing number of international students have enrolled in engineering programs in U.S. colleges and universities. These students often encounter challenges, and academic advisors play a significant role in international students' academic success. Using a model of intercultural communication competence, we explored attitudes toward and understanding of cultural differences among academic advisors in a college of engineering at a 4-year research university. We also investigated advisors' knowledge of and skills in conducting intercultural communication with international students. The findings shed light on advising international students in engineering programs, and we provide recommendations for academic advisors on conducting effective communication with students from diverse cultural backgrounds.

Intercultural Communication between East and West

2016 ◽  
pp. 755-777 ◽  
Author(s):  
Ping Yang
Keyword(s):  
International Students ◽  
Intercultural Communication ◽  
Communication Competence ◽  
Communication Training ◽  
Intercultural Communication Competence ◽  
Studying Abroad ◽  
Cultural Shock ◽  
Intercultural Adaptation ◽  
Communication Challenges ◽  
English Speaking

This chapter examines verbal and non-verbal intercultural communication challenges faced by Australian students studying abroad in China. Using intercultural communication theories, the author analyses potential cultural shock and intercultural differences to help Australian students be aware of academic and social survival skills in their destination country. While there are many publications about international students' intercultural communication issues and intercultural adaptation difficulties within English-speaking countries, there are comparatively few works on Australian students' intercultural communication competence needed for living in China. This chapter looks at pedagogical implications of intercultural communication training for Australian students prior to their overseas studies and outbound mobility experience.

Chinese International Students' Messages on the Family Forum

2017 ◽  
pp. 128-149 ◽  
Author(s):  
Chenwei Wu ◽  
Lynne M. Webb
Keyword(s):  
United States ◽  
International Students ◽  
Thematic Analysis ◽  
Emotional Support ◽  
The United States ◽  
Chinese International Students ◽  
Child Rearing ◽  
Self Disclosure ◽  
Family Issues ◽  
The Family

We content analyzed the online messages of Chinese international students who are currently studying and living in the United States. We examined messages within the students' ethnic group as they sought and provided assistance to each other in understanding and acculturating to family life in the United States via a popular online forum. We randomly sampled 50 recent, original posts and their accompanying threads (147 pages of text containing 108,723 words). Thematic analysis indicated that students use the forum to achieve three objectives (seeking informational/emotional support, offering information/emotional support, offering topics for discussion) across a wide variety of family issues (e.g., conflict, child rearing/education, appropriate behaviors for husbands and wives). Users provided multiple types of assistance (e.g., informational/emotional support, topics of discussion, questions based on the original posts, self-disclosure, positive feedback, and negative feedback) to the posters.

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