Zooming in on the Indonesian EFL primary school students’ intercultural sensitivity and their extroversion

Intercultural sensitivity and personality traits constitute eminent and inseparable elements associated with EFL learning. Nevertheless, to the best of the writers’ knowledge, limited investigations in an Indonesian EFL primary school level concerning these two variables were found; therefore, the present study was intended to scrutinize the Indonesian EFL primary school students’ intercultural sensitivity and personality traits. 96 students from the fourth, fifth, and sixth grades of one primary school in Bandung were involved. An embedded design of a mixed-method was employed. The data were garnered using 4-Likert scale questionnaires gauging the students’ intercultural sensitivity and their personality traits focusing on extroversion, followed by some open-ended questions. The findings revealed that students’ intercultural sensitivity was considered good (the mean of 80.06 and standard deviation of 8.50), and most students tended to be extroverted (the mean of 72.62 and the standard deviation of 9.89). The students’ intercultural sensitivity was found to be significantly related to their extroversion at a 99% level of confidence (.000 .01). Finally, the findings along with the previous studies explicating the intercultural sensitivity and personality traits advocate some pedagogical implications for facilitating students’ English learning.

International experiences and the development of intercultural sensitivity among university students

International cultural immersion experiences are deemed one of the most effective ways to prepare multicultural and global citizens. The purpose of the study was to determine: (1) first-year and final-year university students’ levels of Intercultural Sensitivity (henceforth IS); (2) if there was a relationship between IS and experiences of intercultural contact; and (3) the variables that might predict the development of IS. A longitudinal method and a correlational-predictive design was used. The sample comprised 1645 (52.5% women and 47.5% men) undergraduate students from 8 public universities and one private university in Andalusia (Spain) with a mean age of 23.29 (SD = 4.99). The Intercultural Development Inventory (IDI) was used to measure IS, and the Intercultural Experiences Inventory (IEI) was administered to explore students' intercultural experiences. Findings highlighted that there is little change in the IDI scores among first-year and final-year students, and most students were found to be in the intermediate stages of intercultural development (the minimization stage according to Bennett’s model, characterized by the widespread belief that everyone is quite similar). The lack of development found in the students’ IS could have something to do with the lack of opportunity to reflect and think about cultural differences. Positive correlations were found between IS and mobility experiences and intercultural friendships, and negative correlations were found with the number of intercultural interactions and language knowledge. Having mobility experiences, being female, and having friends from other cultures were predictive variables of IS. Finally, the educational implications are discussed.

Intercultural Sensitivity and Adult Learners’ Willingness to Communicate in English as a Foreign Language

Intercultural sensitivity as coined by Bennett (2015) is a relatively new construct which refers to how an individual construes and makes sense of cultural differences. It is believed that it is not inborn and can be developed through intercultural experiences and formal instruction. Though the concept of intercultural sensitivity has been already investigated, particularly in relation to communication effectiveness; yet it has not been examined through the lens of the learner’s willingness to communicate. Hence, the purpose of the research paper is to investigate intercultural sensitivity and its correlation with willingness to communicate in English as a foreign language. The author employed the quantitative methodology, administering the online intercultural sensitivity and willingness to communicate questionnaires to adult learners of English representing various L1 cultures. The insights from the study may equip us with new knowledge on increasing learners’ willingness to communicate and as a result their engagement in communication in a language classroom.

The development of Emirati university students' intercultural sensitivity

PurposeThis study investigated the effects of an intercultural communication (IC) course on Emirati university students' intercultural sensitivity (IS).Design/methodology/approachThe participants were 89 Emirati students. The course required student involvement in a variety of tasks and activities, both inside and outside the classroom. The development of the students' IS was tracked using two instruments: the Intercultural Sensitivity Scale (ISS) and a reflective writing task.FindingsThe difference between the students' overall pre-test and post-test scores was at a statistically significant level. The data from the reflective writing papers showed that the course developed the students' IS with a particular effect on their awareness of other cultures, barriers to effective communication and self-confidence.Originality/valueIn an increasingly globalized world, the findings of this study highlight the importance of a course designed to enhance university students' IS and therefore intercultural competence. They also indicate the need for more experiential learning to bridge in-class and out-of-class experiences which facilitate the development of students' intercultural competence.

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

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.

A Case Study of Intercultural Sensitivity of Junior School Students in an International School

The process of internationalization requires people to have higher intercultural communicative competence, which refers to a person's ability to successfully communicate in different cultural environments. It consists of cognition, emotion, and behavior. The study of intercultural sensitivity actually focuses on the emotional factor in intercultural communication competence. Based on the concept of intercultural sensitivity and English teaching practice, this article intends to contribute a little to the intercultural communication teaching and relevant study by analyzing the current level of intercultural sensitivity of junior high school students and interviewing English teachers about the implementation of intercultural teaching strategies.