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English for young learners (EYL) teachers have practiced some creative activities to maintain their pupils' learning with natural exposure to the target language amidst the pandemic. One activity practiced by Indonesian and Korean teachers was an international collaboration to perform a virtual drama of each country's folktale. This phenomenological research aimed at tapping the teachers' perceptions regarding interculturality and world Englishes (WE) in the virtual dramatic play collaboratively conducted and delving into their commitments in honing interculturality and WE. Two Indonesian and Korean teachers were involved in three sessions of in-depth interviews using pre-prepared interview questions. The trustworthiness of the data was achieved by the group discussions allowing the participants to comment on and revise the transcribed data, as well as triangulation by two international collaborators. Thematic analysis was performed to identify emerging themes and to provide novel insights into EYL teachers' encounters with interculturality and WE. The Indonesian and Korean teachers admitted the compatibility between language and culture, the urgency of introducing varieties of English, and the merits of conducting international collaboration to promote interculturality and WE. The teachers are committed to integrate interculturality and WE in their instructions despite some differences in the stipulated curricula.

The student exchange programs are venues for learning opportunities by offering multicultural contexts. This study reports on the experiences of ten prospective English language teachers in a virtual student exchange program to investigate likely skill development in a multicultural and open and distance learning setting. This descriptive study used the qualitative method. The textual data were elicited through eighty reflective essays written by the participants. Virtual classroom observations and WhatsApp chat data ensured data triangulation. The results revealed the themes as developed learning and life skills and enhanced internal gains. It was found that internal outcomes, such as self-confidence, empathy, and self-reliance, were enhanced rather than external gains. One of the limitations of this study was the brevity of the exchange program, which lasted only eight days. Additionally, the current study is a small-scale study, which limits the generalizability of the results. Last but not least, only two participants placed in the researcher's class were observed. The study poses a few implications for education policymakers, curriculum developers, and teachers. In light of the results, it is posed that adding a multicultural aspect to the teacher training curriculum is imperative for teacher empowerment. Though the literature on student exchange reports findings on the gains and challenges, there is a scarcity of studies delving into what skills students develop and how with vivid examples. In this respect, this study adds to the relevant literature.

Developments in information and communication technologies, especially with the increase in internet use, have caused some important changes in the tourism industry, as in all sectors. Marketing strategies in the tourism sector have also undergone a transformation affected by these changes. As information and communication technologies develop, not only there is a decrease in communication costs, but also the regional borders of marketing activities have expanded and global studies have emerged. Transition to the digital world with the Internet; sharing information that will affect consumers' purchasing decisions, from destinations to tourism businesses and the diversity of services in tourism, has become one of the important variables of tourism marketing. The widespread use of information and communication technologies in the tourism sector has significantly changed the strategies and activities in tourism marketing, and especially the widespread use of social media has led to radical changes in the structure of promotional activities in tourism. In this study, which compares the social media usage of 5-star chain hotels, which are tourism businesses operating in the Turkish Republic of Northern Cyprus, the Greek Administration of Southern Cyprus, the Republic of Turkey and France, it is aimed to evaluate the effects of developments in information and communication technologies on tourism business marketing and the consumer-educational role of social media used in tourism marketing. Study; in addition to the advantageous and disadvantageous effects of technology and social media on tourism marketing, it also reveals the dimensions of the educational aspect.

In this qualitative study, we analyzed the processes of a collaborative online international learning (COIL) collaboration between two higher education institutions in Japan and the United States from the perspective of the technological, pedagogical, and content knowledge (TPACK) framework. The research question this study aimed to address was: What is the utility of the TPACK framework, as a lens of analysis, for this online cultural exchange? To address this question, we conducted semi-structured interviews with student participants and examined their written works. From the student participants' learning experiences, we identified evidence of cultural exchange as well as evidence of missed opportunities for cultural exchange arising from the limited knowledge of technology, pedagogy, content, and culture. COIL and TPACK both share a common goal of increasing students' access to multiple knowledge systems using educational technology. As a result, COIL conceptually aligns well with the TPACK framework. This collaboration showed an ongoing need for the centering of cultural knowledge and cultural exchange in both COIL and TPACK. We, accordingly, outline potential for a TPACCK, a modified TPACK framework to center cultural knowledge in both with the hope of taking steps towards a more culturally sustaining framework of international collaboration.

Engagement with online media among learners is closely linked to language proficiency and cultural comprehension, offering a platform for enhancing English language skills. This has given rise to the field of online informal learning of English (OILE), with numerous studies exploring learners' habits in this domain and indicating positive impacts on language proficiency. However, disparities in OILE engagement exist among learners, with individual factors like motivation and attitude playing a role. Recent research has affirmed the positive correlation between learners' motivation, global outlook, and their involvement in informal learning. Yet, the connection between motivation and OILE remains insufficiently explored. This mixed-methods study, conducted with female university students in Saudi Arabia, utilized a questionnaire (n = 550) and subsequent semi-structured interviews (n = 19) to scrutinize students' motivations, International Posture (IP), and frequency of OILE use within the framework of the L2 Motivational Self System. The investigation aimed to elucidate how students' motivation and global outlook influence their OILE practices. Results indicated that participants were moderate OILE users with a relatively restricted global outlook, displaying diverse levels of motivation. Moreover, participants' engagement with OILE was notably shaped by their Ideal L2 selves and IP. The findings propose that participants perceived OILE as a means to connect with the international English-speaking community. Pedagogically, the study advocates for educating learners about the potential advantages of OILE use and emphasizes the need for institutions in this context to cultivate learners' International Posture.

Translators are expected to have expertise and experience in the relevant field. For this reason, the study aimed to examine the professional competence, academic self-efficacy and intercultural communication competence perceptions of translator candidates on a relational basis. In this research, the relational screening model, one of the quantitative research approaches, was used. The sample of the study consists of student translators who are studying or have recently graduated from public universities in Kazakhstan. In this context, 214 translator candidates who studied at 4 different state universities in Kazakhstan and graduated in the 2023 academic year were included in the research. 'Translator Professional Competence Scale', 'Academic Self-Efficacy Scale' and 'Intercultural Communication Scale' were used as research data collection tools. Descriptive analyzes and structural equation modeling analyzes were carried out using SPSS 25.0 and AMOS 24.0 programs. According to the research findings, it was found that the professional competence, academic self-efficacy and intercultural communication competence of translator candidates in Kazakhstan were at medium levels. According to SEM analyses, the academic self-efficacy and intercultural communication competencies of translator candidates significantly affect their professional competencies, both separately and together.

This case study was undertaken in a London-based business school and explores the cross-cultural challenges faced by students who have relocated from India to the UK for one-year postgraduate (PG) business master's courses. Primary data were collected in two stages: semi-structured interviews, followed by a survey. The paper draws on the literature related to socio-cultural theory. It then reviews the findings of the research as to the cultural challenges the students have faced in the UK, whether in their studies, or their wider social lives. Finally, it integrates these findings into the extant literature and proposes a set of recommendations for consideration by the business school. Some of these may also have relevance for other Higher Education (HE) institutions working with Indian students.

This article explores strategies for inclusive education and intercultural communication in primary schools. The primary objective of this study was to identify effective practices that address the challenges faced by primary school educators, such as inadequate training, limited resources, and managing large class sizes. The study employs a mixed-methods approach, combining qualitative and quantitative data collected through surveys of 75 novice teachers in Sofia, Stara Zagora, and Pazardzhik, Bulgaria. The data were analyzed using descriptive statistics and thematic analysis to identify trends, strategies, and barriers to current practices. The results highlighted the predominant use of differentiated instruction, cooperative learning, and culturally sensitive teaching as key strategies for fostering inclusion and intercultural communication. Based on these findings, this study recommends enhancing teacher training programs, improving access to resources, and promoting co-teaching partnerships between primary and resource teachers to better support inclusive practices in primary education.

This research paper delved into the critical issue of applying English as a Lingua Franca (ELF) assessment principles in local English language tests used for non-native English speakers in Iranian language institutes. A qualitative content analysis was made on 60 local tests, dissecting them into domains, dimensions, and rating rubrics to scrutinize their alignment with ELF assessment principles. The study unveiled that despite some alignment with ELF assessment principles, key aspects like local communicative context, intercultural competence, and linguistic diversity are often overlooked. In particular, writing and reading tests failed to fully reflect these principles, and listening and speaking assessments showed biases towards native English varieties. The study provides crucial insights for test developers to foster a more nuanced and accurate assessment of non-native English speakers' abilities. Moreover, it highlights the need to embed ELF principles into test construction, argues for broader assessment scopes and a focus on locally relevant tasks, and contributes to more equitable and contextually relevant English language proficiency tests by emphasizing linguistic diversity in assessment frameworks.

Balancing teaching national, regional, and foreign languages presents a challenge for higher education, illustrated by the use of hypertext for multilingual communication. This study investigates the correlation between proficiency in multilingualism and cultural awareness among higher education students. Embedded mixed methods design explores the relationship between multilingualism and cultural awareness quantitatively and qualitatively in higher education in Indonesia. Participants are from various universities in Indonesia, including the State University of Makassar, the State University of Jakarta, the State University of Surabaya, Palangka Raya State Islamic Institute, Timor University, and the University of Northern Sumatra, and they have diverse ethnic and linguistic backgrounds. The questionnaire distributed via Google Form passed validity and reliability tests. The quantitative research used Pearson's r analysis of the relationship between multilingualism learning and cultural awareness. In the qualitative strand, thematic analysis investigates cultural awareness-based multilingualism learning strategies. The research findings reinforce the positive and significant relationship between multilingual learning and cultural awareness, suggesting multilingual competence not only enhances cultural knowledge and participation in cultural practices but deepens understanding of the socio-cultural context and strengthens capacity and positive attitudes towards cultural learning. The study aids practitioners in developing inclusive learning strategies and provides policymakers with empirical evidence for crafting policies to empower multicultural communities.

This study investigates the effect of integrating different versions of Cinderella in a regular English classroom for Thai grade 10 students to enhance students' intercultural competence (IC), employing Deardorff's (2009) and Byram's (1997, 2021) model as the theoretical frameworks. A mixed-methods research approach was used to analyse quantitative and qualitative data, assessing the impact of implementing Cinderella stories on learners' intercultural competence. Various research instruments, including versions of Cinderella stories, designed lesson plans, an intercultural competence assessment questionnaire, and students' reflective writing, were employed. The findings indicated a significant improvement across all IC dimensions, with the most notable enhancement observed in cultural knowledge. Additionally, students demonstrated increased sensitivity to social discrimination, developed positive attitudes towards cultural differences, and improved intercultural communication skills. Reflective writing was crucial for fostering more profound understanding, self-awareness, and empathy. The study underscores the effectiveness of multicultural narratives and reflective practices in cultivating students' appreciation of cultural diversity and highlights the importance of student-centred activities in developing intercultural competence. Teachers are encouraged to adopt these strategies to create a more culturally aware and empathetic learning environment.

This paper explored students' experiences in an international virtual student mobility (VSM) program at a Japanese national university implemented in collaboration with partner universities in the Asia Pacific region and Europe. Through students' narratives, the study discerned how students perceive "mobility" and the concept of "international students" after participating in a virtual student mobility program. Findings revealed a tension between students' understanding of "mobility," official narratives, and students' actual experiences. While VSM programs facilitate communication and knowledge exchange across borders and develop cross-cultural communications, prevailing binary definitions in student mobility, such as "inbound" vs. "outbound," "domestic" vs. "international," or "study abroad" vs. "internationalization at home," limit VSM potential to be fully realized. This misalignment of the traditional understanding of student mobility that emphasizes place and borders challenges the official narrative of student mobility and urges educators to re-align and re-frame how we understand "international students."

This study investigates the role of speaking the Jing language in the contemporary context of China's active engagement with Vietnam. Based on the fieldwork conducted in Dongxing Guangxi in January 2024, the study shows that the Jing language plays an important role in both maintaining the cultural heritage as pride and empowering the educational and employment trajectories as profit. More importantly, the capacity of speaking the Jing language can contribute to the social and medical communication between China and Vietnam. This can be manifested in terms of cultural communication with Vietnam and medical treatment for Vietnamese migrants. However, speaking the Jing language as pride is not always consistent with speaking the Jing language as profit. The internal differentiation within Vietnamese varieties may cause communication barriers for Jing speakers. The limited development of the Jing language also creates another layer of communication challenges for Jing people engaging in professional practices. How to mobilize the Jing language to facilitate the bilateral communication between China and Vietnam deserves our attention for future studies. The study has enriched the scope of the studies on language planning and policy in the borderlands. The study can shed lights on implementing language policy in China's border provinces and provide practical implications to facilitate the political and economic communication between China and other neighbouring countries for border prosperity and border stability.

The cultural challenge of educating Haitian rehabilitation professionals was identified by a Canadian francophone university which collaborated in the implementation and organization of international internships. Ethical cross-border internationalization should ensure reciprocity for partners. With this as a central value and in a context of pedagogical resource scarcity in Haiti, an intercultural educational partnership involved Haitian and Canadian university students situated in their respective countries in a Problem-Based Learning (PBL) course. Teachers and students applied principles of decolonization of health pedagogy principles were applied by teacher and students throughout this cross-border virtual synchronous PBL course. The aim of this study was to determine the feasibility and to identify facilitators and obstacles to conducting a cross-border virtual synchronous PBL course and its perceived benefits in the development of professional competencies. Five Canadian students and five Haitian students, all volunteers, took part in a 3-week cross-border virtual synchronous PBL course. Deductive qualitative content analysis of the transcripts from a 120-minute focus group discussion held one week after the course and a logbook kept during the project was conducted. The criteria deemed important to successfully replicate this project relate to: 1) The attributes of the students and teachers involved; 2) pedagogical preparation activities; and 3) the use of multiple communication strategies and connectivity plans. In addition to the acquisition of course content not readily available in Haiti, the student interactions inherent in the PBL method supported the acquisition of competencies such as collaboration, communication, and change agent advocacy promoted by the Canadian association of occupational therapy which contribute greatly to strengthening the students' professional identity.

Language reflects how people think and behave in their culture. To have successful conversations, both language use and cultural awareness should be taken into consideration. Undeniably, Japanese grammar is different from Thai making it even harder for Thai learners to have fluent and appropriate conversations in the Japanese language. In the classroom, typically teachers often focus on grammar, leaving less time for students to practice conversation. Consequently, beginner learners often miss cultural details in conversations and are unable to communicate effectively. Thus, it is important for teachers to immerse students in the Japanese culture to improve their speaking skills and cultural understanding. In so doing, Coordinated Management of Meaning (CMM) and Reader's Theater (RT) were integrated and used to aid beginners in understanding language contexts in order to help users grasp conversational contexts and interlocutors, and use scripted practices to simulate real-life scenarios. This study aims to investigate the impact of an instructional model based on CMM and RT on improving oral communication skills in Thai beginner-level Japanese learners. The study employed an experimental design with 11th-grade Japanese-major students from a secondary school in Bangkok, involving 48 classes over 16 weeks. Instruments included a Japanese oral communication skills test and video-recorded classroom observations. Descriptive statistics, the Wilcoxon signed-rank test were used to analyze quantitative data, and thematic analysis was used to analyze qualitative data. The results showed a significant improvement in post-test scores compared to pre-tests. Moreover, the model has raised students' phonetics awareness. Phonetic features like short and long sounds, pauses, and flapping received more attention. Interestingly, they adapted Japanese pronunciation for Thai or English words enhancing communication with native speakers and avoided using personal pronouns like "anata" opting to address interlocutors by name, adhering to Japanese cultural norms. This instructional model effectively improved both linguistic and cultural competences in Japanese language learners.

In the twenty-first century, the teaching and learning of foreign languages (FL) has shifted towards providing English as a foreign language (EFL) learner with the necessary skills in a cross-cultural encounter widely known as intercultural competence. Based on the notion that one's intercultural savvy depends on having a clear conception of what intercultural competence involves, this study aimed to explore Thai students!" interpretations of intercultural competence (IC). The study was carried out through interviews with 20 Thai undergraduate students from two Thai universities in Bangkok. All participants took part in both one-on-one and group interviews. The study used Byram's (1997) model of intercultural communicative competence (ICC). The findings show that the participants had little understanding of the concepts underlying IC, and how students perceived IC was essentially influenced by their intercultural learning experiences in their classrooms%" Overall, the findings of this study offered a wide range of recommendations, specifically regarding classroom practices for intercultural learning.

The purpose of this research is to evaluate the effectiveness of Duolingo's game-based methodology in improving speaking proficiency within mobile language learning, while also examining the specific attributes and strategies contributing to its success and exploring implications for language education and learner optimization. Given the growing prevalence of mobile language learning platforms, the research meticulously scrutinizes the specific attributes and strategies employed by Duolingo that contribute to the refinement of oral fluency. This study employs a mixed methods design, integrating phenomenological and experimental approaches through a pre, post and attainment speaking tests with a control group design supported with metaphorical perceptions. The findings underscore the pivotal role of assimilating technological advancements and gamified pedagogical approaches within language education to expedite effective intercultural communication across multifarious linguistic landscapes. Furthermore, the results emphasize the importance of continuously adapting language learning methodologies to leverage emerging technologies and gamification strategies in order to foster effective communication skills in diverse linguistic contexts. The implications for prospective inquiries advocate for longitudinal investigations delving into the enduring implications of mobile game-based language learning on comprehensive linguistic acquisition, necessitating comparative inquiries to ascertain the comparative efficacy of diverse mobile applications in fostering distinct language proficiencies. Additionally, probing the influence of individual learner attributes and predilections in optimizing the utilization of mobile language learning applications could yield valuable insights for tailoring language acquisition paradigms.

This study develops and validates an English communicative competence model for Korean high school students, in response to the need to redefine the relevant concepts and components of competence that are demanded by the rapidly evolving future society. Drawing on Celce-Murcia's (2008) theoretical model on communicative competence, this research conceptualized a model that could assess high school students' English communicative competence by examining relevant domestic and international studies as well as theoretical reflections. Expert opinions from a two-stage Delphi survey were compiled and incorporated to revise, supplement, and validate the English communicative competence among high school students reflecting Korea's English education environment. Following this process, the conceptual model for English communicative competence was reorganized into five sub-competences (sociolinguistic, discourse, linguistic, interactional, and strategic competence) and 15 corresponding subfactors. The content validity ratio values for the conceptual definition and factor structure of this model were all above 0.64, thus affirming the validity of the conceptual definition and factor structure.

Integrating internationalized songs into English language teaching has emerged as a dynamic strategy to ignite students' interest and enhance their language proficiency. This article comprehensively explores internationalized songs' significance in language education. A central focus lies on a detailed case study that demonstrates how the expertise of a Turkish musician was leveraged to select and that of field experts to translate and refine a local children's song for educational purposes. The study meticulously details the collaborative efforts among educators to tailor the song's content to meet language learning objectives, highlighting the transformative potential of such initiatives in the English language classroom. By immersing themselves in this practical example, educators can gain invaluable insights into the versatility of internationalized songs as effective tools for language instruction, thereby enhancing their teaching practices. Furthermore, the article underscores the importance of incorporating cultural elements into language teaching materials to foster intercultural competence among students. Educators can create immersive learning experiences that promote linguistic proficiency, cultural awareness, and appreciation by integrating internationalised songs.

Promoting Intercultural Communicative Competence (ICC) through telecollaborative exchange (TE) in the English as a Foreign Language (EFL) milieu has attracted many scholars. Despite a voluminous literature study on TE in EFL settings, studies on how teachers implement TE and perceive these intercultural exchange meetings are scant. Thus, this case study aimed to fill the empirical void by delving into the implementation of TE in non-Anglophone settings mediated by "Zoom" and the teachers' perceptions of these intercultural exchanges enactment. To meet these research objectives, four English teachers from Croatia, Indonesia, Belarus, and India were recruited. Empirical data were amassed through observational field notes and interviews. The study showcased how the teachers organized TE and revealed their performed roles to scaffold the students in TE. The findings also portrayed their perception of TE grounded within their motives and pedagogical beliefs. Drawing upon these results, the study offers some implications for teacher professional development.

It is possible for an individual to adapt to the society in the different country he lives in by learning the culture of that society and socializing. This study aims to enable Nigerian foreign students studying in Cyprus to learn the culture of a foreign country through cinema. The problem of culture conflict forms the basis of the study. The movie "Eagle's Nest", which tells the story of Christian Merie, who has just joined the Turkish family, learning and adapting to Turkish culture, was used as teaching material in the course. Different scenes from the selected movie were shown and the students were asked to write an evaluation note. Students' grades and reactions were examined using the qualitative content analysis method. After all; It was found that students were able to relate the content of the film to cultural theories and concepts very well and produce solutions to intercultural problems.

While acquiring a second language, learners may encounter challenges and difficulties in effectively carrying out verbal communication in the second language. Mastering the apology speech act is a challenge for L2 learners. The objective of this study is to identify the apology strategies utilized by individuals learning the Japanese language, as well as the specific types and underlying causes of errors produced during the execution of apologetic speech acts. The results of this study were gathered via the Discourse Completion Test (DCT), which encompassed a sample of 150 Japanese language learners. The gathered data were further classified using eight semantic formulas based on the research conducted by Haristiani and Sopiyanti (2019), while the various types and sources of error categorization were conducted based on the theories proposed by Corder (1981) and Richards (1975). The results of this study suggest that Japanese learners utilize the same primary strategies in apology speech acts. Furthermore, the study findings indicated that learners at the intermediate level displayed a higher frequency of errors in their speech compared to learners at the beginner levels and pre-intermediate levels, particularly in the strategy of taking responsibility. The main reason for this was primarily a lack of familiarity with the conventions of sentence structures, the proper use of language, and the appropriate use of expressions. The other sources of errors in language learning are likely to be ignoring language rule restrictions, incomplete application of rules, the learner's false hypothesis, overgeneralization, and language transfer. This study is anticipated to function as a point of reference for research in interlanguage pragmatics, second-language acquisition, and error analysis. Gaining comprehension of the various problems and difficulties encountered when performing the speech act of apology in Japanese can assist both learners and educators in reducing these errors.

This research explores the issues of applying bilingual education in China Panorama Curriculum, with purpose to enhance cross-cultural adaptability of ASEAN students in higher education. Employing questionnaires and interviews with a longitudinal analysis based on factors like age, gender, nationality, and time in China, to investigate the cross-cultural adaptability of ASEAN students in China, focusing on psychological and learning environment adaptation. The research uncovers challenges in adapting to the Chinese cultural landscape and proposes solutions. Cultural disparities between China and ASEAN nations are identified, with the bilingual education approach proving beneficial in fostering classroom participation and cultural exchange. However, psychological challenges persist, impacting mental well-being and academic performance. The research reveals the limited social life of ASEAN students in China, confined to campus interactions, suggesting improvements in English proficiency among teachers and encouraging active student participation in social activities. While bilingual education holds promise, the research emphasizes the need for comprehensive strategies, including teacher training and addressing socioeconomic disparities. The findings offer insights into cross-cultural adaptation complexities, highlighting the potential of bilingual education within the Panorama Curriculum. Caution is advised when generalizing beyond ASEAN students in Guangxi, China, considering potential variations in cultural, social, and educational contexts internationally.

This research aims to analyze global diversity values present in Indonesian language textbooks for fourth-grade elementary school students. The study employs a qualitative approach with content analysis as the method. The research objects consist of four textbooks published by Erlangga, Yudistira, Bumi Aksara, and Puskurbuk Kemdikbudristek. The analysis process involves selecting relevant material samples, developing analytical categories, coding the content, and interpreting emerging patterns. The research findings indicate that the Indonesian language textbooks for fourth-grade elementary school students provide activities and experiences that enrich their understanding of cultural diversity in Indonesia. Students are taught to develop attitudes of tolerance and intercultural communication, as well as reflection and responsibility towards diversity. These books contribute to shaping students who are inclusive, tolerant, and capable of communicating in a multicultural environment, embodying the values of global diversity character. The importance of fostering global diversity character in primary school students is highlighted through education, particularly using meticulously designed Indonesian language textbooks. These textbooks introduce students to various aspects of Indonesian and other cultures, promoting understanding, appreciation, and tolerance for cultural diversity. Emphasizing character development, the textbooks instruct students in intercultural communication and encourage interactions with culturally diverse peers, fostering effective communication skills for multicultural environments. Furthermore, students are prompted to reflect on their own multicultural experiences, shaping their global perspectives. In summary, Indonesian language textbooks serve as a vital resource in shaping students into inclusive, tolerant individuals proficient in effective communication within multicultural contexts.

This exploratory case study analyzes Colombian university students' experiences as English users during international mobility. Data collected through surveys and interviews were examined based on content analysis and principles of grounded theory. The students' self-perceived English proficiency and communicative performance before and during international mobility were analyzed, while challenging areas were identified. The results evidence that mobility students have insufficient levels of English proficiency to engage in academic and social activities due to inadequate production skills and a lack of practice. The students also perceive university academic English opportunities for practice as basic, and they underutilize practice spaces. Nonetheless, they highlight that active engagement in autonomous language exposure and developed interpersonal skills positively impact their perception of language performance.

Because intercultural communication has become one of the most demanded skills in the current digitalized world, many educational institutions aspire to graduate students who possess intercultural skills and are able to successfully communicate with people from diverse cultures. However, intercultural communication has not received much attention in the Lebanese context, especially in schools. To this end, this paper examines the Lebanese high school directors' perceptions of intercultural communication. As pragmatists, the researchers employed quantitative and qualitative methods to better understand the problem under investigation. Using a snowball sampling, they surveyed the perceptions of 55 Lebanese directors in private and public high schools and interviewed two informants in the Center for Educational Research and Development. The collected data were analyzed quantitatively and qualitatively. Then, the derived conclusions were compared to ensure trustworthiness of the findings. Major findings showed that though intercultural communication is a learning outcome in most schools, it is mostly taught at the knowledge level in the foreign language classrooms. Assessment of this outcome is neither systematic nor consistent. It was also shown that directors in private schools tend to be more informed than those in the public sector. Recommendations are made for enhancing intercultural communication skills in Lebanese educational institutions.

Playmobil pro is an innovative modelling kit for adults that encourages creative thinking in the university/workplace. International multilingual students often disclose that they have little opportunity to develop their intercultural awareness, and cross-cultural and multilingual communicative competencies while engaging in meaningful activities that foster sustainable content and language learning. In the present study, 35 students were involved in two Playmobil pro workshops. They worked individually to present themselves to their peers, referring to their cultural background. They then worked in groups to explore intercultural differences among people working for organizations operating in the UK and another country of their choice and offer recommendations to help organizations avoid cross-cultural conflicts. The aim was to actively engage students to work on their final assignment and develop their intercultural awareness and cross-cultural communicative skills. This case study used a qualitative design and explored students' attitudes by asking them to write a short anonymous report at the end of the implementation and provide anonymous feedback via Mentimeter after each workshop. The lecturer also kept notes in the form of a diary during this implementation. Thematic analysis was used to analyse the data which revealed that Playmobil pro facilitated intercultural communication in the post-COVID-19 era as students seemed to be unwilling to work with their peers in face-to-face classes, possibly suffering from trauma. However, learners confessed that they needed more time, support, and artefacts to fully present their ideas and thoughts. Recommendations for the effective implementation of Playmobil pro with multilingual students will be offered.

In the field of applied linguistics, Diane Larsen-Freeman is widely recognized, among her numerous contributions, as the originator of Complex Dynamic Systems Theory (CDST). Over the years since her seminal publication (Larsen-Freeman, 1997), CDST has evolved into a meta-theory that guides the field's thinking on a variety of developmental phenomena, not least the study of second language acquisition. As its theoretical potency rises, so does the need to achieve a tangible understanding of CDST's core constructs. In this paper, we empirically examine one such construct, co-adaptation, in the context of asynchronous dyadic interaction. A data corpus of 39 emails sent between two college students in China and the United States over the course of seven weeks is analyzed using NVivo 12. Co-adaptation is observed at the pragmatic, discourse, and linguistic levels. True to the spirit of CDST, we describe, and discuss the nuances of, our findings. Considering the novelty of our approach to data analysis, we end by reflecting on the limitations specific to our study, as well as worthwhile directions for future pursuits.

This study investigates a virtual reality (VR) cross-cultural interactive learning environment that combines a 360-degree video camera for content creation, a viewing tool, and a video conference platform for real-time interaction. This environment aims to address the limitations of traditional 360-degree VR tools, particularly in enabling simultaneous, interactive engagement among multiple users. The study recruited 31 university students from China and Indonesia utilizing convenience sampling to test the efficacy of the environment in fostering cognitive development and challenging cross-cultural stereotypes. The methodology included analysing student-created content, questionnaire responses, and insights from semistructured interviews. The analysis, grounded in a cognitive development taxonomy and an assessment of stereotype changes, revealed that the students reached the "remember" and "understand" cognitive levels. Additionally, prevalent stereotypes held by the students were addressed. The immersive nature of the VR environment and the interactions with foreign peers were highly appreciated, significantly contributing to cognitive growth and stereotype mitigation. These findings offer valuable insights for educators and researchers in technology-assisted cross-cultural education, emphasizing the importance of designing interactive VR-based activities that effectively facilitate cognitive development and address cross-cultural stereotypes.

Internationalization in higher education is essential, and although active learning methodologies are increasing and allow students to develop transversal skills, most still have a very local scope. In this context, the Collaborative Online International Learning (COIL) methodology is an interesting approach to benefit the students' development. It consists of an online program that involves creating multicultural teams to develop a specific learning project. Although this methodology is expanding, its use in physiology is still scarce. This paper aims to show an example of applying COIL methodology in physiology topics to enhance higher-education students' innovation and business skills. Our example project developed a sports-assessment service concept focused on physiology and biomechanics assessments. The program involved teams from Brazil, Germany, and Spain, comprising undergraduate and master students. Over 7 weeks, these teams, mentored by professors and researchers, engaged in workshops covering COIL methodology, business model design, executive summary planning, economic analyses, and communication techniques. Key outcomes included learning new concepts, developing soft skills, building confidence in innovative solution proposals, and experiencing diverse cultures. Challenges faced were language barriers, scheduling, task complexity, and logistical issues. This experience confirms the effectiveness of incorporating programs using COIL methodology into educational curriculums. Doing so exposes physiology students to innovation, entrepreneurship, and business creation while strengthening their professional connections and opening up postgraduation opportunities.

This study involves translating, cross-culturally adapting, and validating the "Literary Response Questionnaire" (LRQ) for 413 Spanish adolescents. It explores the evolution of literary education in Spain and its alignment with the Reading Responses paradigm. The LRQ, adapted across various locations, is validated in Spanish through Exploratory and confirmatory factor analyses. The research analyzes reading responses in dimensions like Leisure Escape, Insight, Empathy, Story-driven Reading, Concern with Author, Imagery Vividness, and Rejecting Literary Values. Findings reveal widespread indifference and rejection toward literary reading among the adolescents, along with a clear disapproval of the historicist-authorial approach to literary education. Significant variations were identified based on students' gender, enrollment in a bilingual program, and notably, the number of books read per year. This underscores the significance of introducing literary reading practices in secondary education that align with the leisure preferences of adolescents, encouraging personal and experiential engagement with texts. This could materialize in the classroom the shift from a historicist to a reader-centered approach suggested by the current Spanish curriculum.

Two middle school educators earned a Fulbright Distinguished Award in Teaching fellowship. A Fulbright Finland Foundation inter-country travel grant provided the grantees with a unique opportunity to connect and collaborate at the University of Helsinki. Within this research, they described their inquiry experiences. The research included examining authentic student-centered learning continuums and phenomenon-based learning in Finland and teachers' adaptability in relation to meeting the needs of linguistically and culturally diverse math classrooms in the Netherlands. This paper summarizes how cross-cultural dialogues, classroom observations, and informal interviews with educators, students, and thought leaders informed each grantee's discovery of how student-centered learning is structured, delivered, and valued in Finland and the Netherlands. This article (1) describes how communication empowers middle school mathematics students, (2) analyzes the learning-to-learn framework, and (3) provides insights into how to utilize language diversity in a mathematics classroom.

Collaborative Online International Learning (COIL) is a simulated global exchange experience that utilizes technology to bridge the gap between classrooms worldwide. Past research suggests that COIL may be useful in facilitating intercultural communication effectiveness and cultural humility for adult learners. As such, this quantitative study sought to examine the effects of a COIL experience that connected adult learners in the United States and Brazil on their intercultural effectiveness and cultural humility. Two instruments were used to collect data, including the Cultural Humility Scale and Intercultural Effectiveness Scale before and after the COIL experience. Data analyses revealed statistically significant increases in participants' intercultural effectiveness and cultural humility following the COIL experience. These findings provided insights into the effects of COIL on the intercultural effectiveness and cultural humility of adult learners. They also informed andragogical practices for cultivating attitudes, skills, and behaviors for intercultural interactions among adult learners in educational and other professional settings. However, further research on the outcomes of COIL is beneficial.

Internationalization and the concomitant flow of cultural diversity often associated with it are highly prized by universities; many tertiary institutions claim internationalization of the campus, the curriculum, research, and the student body as a major goal, a key performance indicator. However, in the current climate of global international education, overseas student integration and their adjustment difficulties into the life of the host country are often posited as personal failures, and international education scholarship focuses heavily on the failure of international students to integrate into host societies. We question the assumptions underpinning the tendency of universities to link internationalization to the development of interculturality across the campus through bringing together students from different national backgrounds. The belief is that students seek such interactions; internationalization could be achieved through such simplistic practices; this assumption needs empirical scrutiny. In this focused study, we report the motivations and experiences of 24 Chinese international students in an Australian university. A significant majority of the participants reported little interest in intercultural interactions with both host national students and other international students outside their own cultural groups. For those who have hopes of becoming some form of "global citizen," the experiences of these Chinese students suggest that cross-cultural communication is not as successful as hoped in the spaces of encounters, including classrooms, university student accommodation, and social activities out of the classrooms. The voices of these students suggest the need for intervention in the realization of the internationalization vision held by most universities and a reframing of goals and practices to narrow the breach between lofty rhetoric and the practice of international education.

International Online Collaboration Competencies (IOCCs) are considered essential for global virtual teams, yet no consensus exists on what experts consider as IOCCs and which competencies are involved. To develop a framework to support higher education in designing learning tasks and evaluation instruments for the acquisition of IOCCs, a three-round consensus study was conducted among a purposive sample of academic and field experts in international online collaboration. The final IOCCs framework includes a definition of IOC and 34 IOCCs within six competency domains: (1) information and communication technology, (2) international and intercultural, (3) communication and language, (4) collaboration, (5) management and organization, and (6) domain-specific. The framework may be a benchmark for program development for Internationalization of the Curriculum (IoC), evaluation, and continuous professional development. Further research is needed to evaluate how this IOCCs framework can be integrated into higher education settings to teach and evaluate IOCCs.

Increased levels of internationalization have led to individuals working in multicultural organizations, a trend that is likely to continue for the foreseeable future. To navigate these environments successfully, more emphasis is being placed on the importance of higher education in preparing and arming the future workforce with the international competencies required to be successful in contemporary organizations. The aim of this research is to shed much needed light on how the learning design of management courses influence how and with whom 263 students learn within two culturally diverse post-graduate management courses. We found that Course B (specific cross-cultural design) significantly and with large effect size increased intercultural interaction over time relative to Course A (generic learning design), whereby qualitative findings confirm substantial differences in lived experiences between the two courses. This highlights that educators need to carefully design intercultural interactions rather than hoping that these will develop naturally over time.

Online program design is important for cross-cultural learning and cultural awareness and responsiveness. Because of the importance of these areas in journalism and similar fields, this research studies an intercultural "bridge" project with journalism and media-related students at a southwest U.S. university and four universities in Yemen. The paper presents an analysis of the students' experience of the cultural exchange on the platform, Slack, of journalism, and other types of media. Data demonstrated the impact of learning about each culture, and interculturally, through students' and instructors' perspectives versus news coverage provided by mainstream media. Intercultural bridge building and relationship development through collective activities and journalistic work also offered promise. The study also revealed impediments to seamless cultural exchanges and learning, and barriers to effective intercultural communication.

Significant research has delved into the methodologies and practices teachers use to foster interculturality in the high school and college foreign language curriculum. Yet, little is known about the intercultural teaching practices teachers use in non-elite communities where inequity, lack of access, and inclusion have prevailed, especially during COVID-19. This case study describes how three teachers in three Colombian state schools, where economic divides are notorious, teach for interculturality in distance and virtual learning educational environments during the outbreak of COVID-19. Findings indicate that teachers' approach to interculturality could be categorized into four intercultural teaching practices: 1) moving from the known to the unknown, 2) going beyond factual information, 3) challenging existing sources, and 4) contextualizing through authenticity. These practices offer guidance and instructional moves about how to teach for interculturality locally and worldwide.

The goal of the current study was to ascertain pre-service English language teachers' impressions of the impact of thematic speaking tasks on the development of their intercultural competence in an online Spoken English course. Moreover, the effect of certain demographic variables on pre-service teachers' cultural intelligence (CQ) was also investigated. The findings revealed a significant difference between the CQ of students with and without overseas experience. Pre-service teachers who could speak languages other than their mother tongue and English had significantly higher CQ scores than students who could not speak other languages. However, there was not a significant difference between males' and females' overall CQ. The results showed an increase in CQ scores when the pre- and post-questionnaire averages were compared, but it was not statistically significant. Semi-structured interviews revealed speaking tasks were effective in exposing pre-service teachers to various cultural perspectives, practices, and products.

The importance of internationalization and effective online collaborative learning is well established, and the recognized value of cross-cultural exchanges by higher education institutions has resulted in a diverse range of initiatives including the use of virtual exchanges. Virtual exchanges are global online learning experiences for students enrolled in postsecondary coursework. The purpose of this study was to examine a virtual exchange learning opportunity for U.S. and Irish graduate education students. Using an online collaborative learning theoretical lens, this case study found that while there were varying levels of commitment and unequal expectations and contributions of the graduate students, students described the importance and significance of the unique learning experience. Implications for research and practice are discussed for future use of virtual exchange within the postsecondary environment.

Intercultural Perspectives on Information Literacy and Metaliteracy (IPILM) is a discourseoriented learning environment that engages students from diverse cultural backgrounds to participate in collaborative knowledge construction. The objective is to evolve a thematic approach to course design that includes elements of open pedagogy, information literacy, and metaliteracy. IPILM invites participation from educators and learners from around the world and has witnessed an increase in participating countries. This paper describes the concept of IPILM and demonstrates the implementation of this approach in practice. The initiative was well received by students and is both feasible and sustainable as an intercultural learning endeavor. IPILM is an ongoing project and a work in progress that is an adaptable model which may be transferred to disparate fields of teaching and learning or adopted by international communities of instructors.

Recent evidence suggests that not many studies on technology-supported cross-cultural learning considered creating authentic, immersive learning environments and addressing the language barrier in communication among representatives of different cultures which are very critical matters in the field. The present study attempted to address this gap. To this end, we designed the cross-cultural learning activity supported by 360-degree video technology and artificial intelligence-based translation tool. Eleven students from China and thirteen students from Russia participated in the activity. They used 360-degree video technology to create virtual reality (VR) cultural content which enabled authentic, immersive cross-cultural learning experiences. They also used AI-based translation technology to bridge the language barrier when communicating and exchanging culture-related information with each other in their native language. With such learning activity, we aimed to facilitate cross-cultural knowledge and attitudes of the participants. We used the convergent mixed methods design, i.e. both qualitative and quantitative data were collected, related and interpreted in response to the research questions. Personal meaning maps (PMMs) were used to measure knowledge of the students in three aspects (i.e. categories of cross-cultural knowledge, number of related and unrelated concepts, and emerged concepts) before and after the activity. We compared PMM outcomes obtained before the learning activity with those obtained after the activity using a statistical method in order to explore cross-cultural knowledge development. In addition, development in cross-cultural knowledge of the students after participating in the learning activity was explored based on the qualitative data. That is, content of 360-degree videos was analyzed and such qualitative findings were used to support the results of the statistical test. Next, cross-cultural attitudes development was explored in four aspects (i.e. interest, curiosity, openness, and respect) using interviews. Finally, participants' perceptions of the technological support were also researched. The results showed that the cross-cultural learning activity supported by technologies were beneficial for knowledge and attitudes development. More specifically, the activity helped the students acquire cross-cultural knowledge in eight categories. The number of related concepts significantly increased whereas the number of unrelated concepts significantly decreased because of the activity. The students were able to identify, compare and contrast cultural differences, and they maintained an open and respectful attitude toward the culture of their partners after the study; they lacked such knowledge and abilities prior to the study. Finally, the participants positively perceived the technological support. Based on the results, it is suggested that educators and researchers employ 360-degree video and translation technologies in their design of learning activities when focusing on cross-cultural knowledge and attitudes development. Such approach was found to be beneficial to facilitate learning outcomes as authentic and immersive cross-cultural learning environments were created and the language barrier was addressed. The study makes the following contributions: (1) we designed the learning activity supported by 360-degree video and translation technologies to create authentic and immersive cross-cultural learning environments in which the language barrier was addressed, (2) we tested the feasibility of the learning activity supported by technology to facilitate cross-cultural knowledge and attitudes of the participants, and (3) we explored the accuracy rate of translation technology and perceptions of students regarding the learning activity supported by technology. The authenticity of the present study lies in the creation of the technology-supported cross-cultural learning environment in which the students had authentic and immersive learning experiences and were able to communicate with each other without any language barriers.

Integration is vital to student well-being in higher education but integrating new students from different countries can be challenging. To ascertain students' integration into their new environment, this mixed method study combined the data collected from weekly diary entries of home and international students at the start of one engineering program, with follow-up interviews. These students studied primarily online due to the pandemic. The diary entries focused on their adjustment to the program from an academic, social and pair work perspective. Results show that the students reacted slightly negatively to the academic experience but very positively to their pair work. It seems that the teacher-formed pair work helped to bridge the academic and social gap and not only alleviate some of the stress caused by assignments, but in some cases, provided new social contacts. The article concludes that structural factors within the course can facilitate interaction and thus support integration.

China has actively internationalized its doctoral education by funding students to study abroad via the China Scholarship Council. Nevertheless, little is known about the scholarship recipients' perceptions of their study sojourn, especially those on short-term exchange programs. Based on 100 visiting doctoral students' study reports, the study employed a sentiment analysis and was guided by the ecological system theory to untangle how this cohort affectively evaluated academic and non-academic dimensions of the study sojourn as a multi-layered ecological system. Via a computer-based SKEP analysis, the study contributes new objective insights regarding the perceived nature of an overseas sojourn, which is predominantly positive. In particular, it reveals positive perceptions regarding the funder and institutional prestige, indicating that the recipients' increasing national pride may be harnessed as a soft pulling force for nation-building. This paper ends by offering implications that may potentially benefit doctoral education in China and other countries.

The idea of translanguaging has disrupted much of the thinking in bilingual education. A common misunderstanding, however, is that translanguaging was intended to be a language teaching strategy. This article seeks to explore what a translanguaging approach to language teaching entails, with specific reference to the education of minoritized and racialized bilingual and multilingual learners in the school systems in English-dominant countries such as the UK. In particular, I highlight the connections with and contributions to the inclusion and social justice agenda that the translanguaging project aims to make. Translanguaging takes one step further from multilingualism in challenging the raciolinguistic ideologies that view bilingual learners as having separate languages and languaging lives. It instead views their racial/ethnic identities and linguistic practices together, that is, their translanguaging being. My main argument here is that to use translanguaging as a pedagogy for inclusion and social justice requires a change of mindset, not just practice -- that is, translanguaging pedagogy rather than pedagogical translanguaging -- which can be achieved through processes of 'co-learning' and 'transpositioning'.

Intercultural Communicative Competence (ICC) plays a significant role in learning a foreign language. Therefore, it is important to measure the ICC level of language learners before taking actions to improve the educational process. The present study aimed at developing an ICC Scale to measure the perceived ICC level of Academic English students studying in the Foreign Language Division of an international university. The participants of the study consisted of 325 first year students in their second semester in the 2021 to 2022 academic year enrolled in 48 English-medium instructed (EMI) departments. In order to produce a reliable and valid ICC Scale, statistical data were analyzed through software programs. Further, the Exploratory Factor Analysis generated an 18-item Intercultural Communicative Competence (ICC) Scale with four factors, namely "knowledge," "awareness," "attitude," and "skills." Additionally, the Confirmatory Factor Analysis results confirmed and validated the four factors. Consequently, the ICC Scale was found to be highly reliable in measuring the perceived ICC level of students and had a high internal consistency. The newly designed ICC Scale proves to be a useful instrument for measuring the perceived ICC level of language learners.