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Enhancing Intercultural Communication Competence through Situated Learning: A Mixed-Methods Study of International Students in Taiwan

Λεπτομέρειες βιβλιογραφικής εγγραφής
Τίτλος: Enhancing Intercultural Communication Competence through Situated Learning: A Mixed-Methods Study of International Students in Taiwan
Γλώσσα: English
Συγγραφείς: Pei-chih Lin (ORCID 0000-0003-1688-3867)
Πηγή: Journal of International Students. 2026 16(14):251-272.
Διαθεσιμότητα: Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jis@ojed.org; Web site: https://www.ojed.org/index.php/jis/index
Peer Reviewed: Y
Page Count: 22
Ημερομηνία έκδοσης: 2026
Τύπος εγγράφου: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Foreign Students, Interpersonal Competence, Intercultural Communication, Student Adjustment, Situated Learning, Higher Education, College Students
Γεωγραφικοί όροι: Taiwan
ISSN: 2162-3104
2166-3750
Περίληψη: This study investigated the development of intercultural communication competence (ICC) among international students in Taiwan, examining the role of situated learning in fostering adaptation within authentic, non-classroom contexts. A convergent parallel mixed-methods design was employed across two student cohorts. Quantitative data were collected through pre- and post-surveys using the Integrated Model of Intercultural Communication Competence (IMICC) and the Intercultural Adjustment Potential Scale (ICAPS). Qualitative data were gathered from students' reflective journals, posters, and semistructured interviews. In a two-phase study structure, the first phase implemented a sequential situated learning experience, while the second phase compared the effects of direct (market visits) and indirect (documentary viewing) situated learning approaches. Quantitative findings revealed a modest overall increase in students' self-assessed ICCs but a notable decrease in the cognitive competence subscale. Thematic analysis of the qualitative data explained this paradox, identifying cognitive disequilibrium as the central mechanism of development. Students' prior assumptions were destabilized, leading to a critical shift from unconscious to conscious incompetence. The study concludes that ICC development is a nonlinear process catalyzed by the productive struggle of cognitive disequilibrium. Situated learning effectively facilitates this by immersing students in authentic challenges that dismantle oversimplified cultural assumptions. Pedagogical implications for designing intercultural curricula that embrace productive disequilibrium are discussed.
Abstractor: As Provided
Entry Date: 2026
Αριθμός Καταχώρησης: EJ1516296
Βάση Δεδομένων: ERIC
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  Data: Enhancing Intercultural Communication Competence through Situated Learning: A Mixed-Methods Study of International Students in Taiwan
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  Data: <searchLink fieldCode="AR" term="%22Pei-chih+Lin%22">Pei-chih Lin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1688-3867">0000-0003-1688-3867</externalLink>)
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  Data: Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jis@ojed.org; Web site: https://www.ojed.org/index.php/jis/index
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Students%22">Foreign Students</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Intercultural+Communication%22">Intercultural Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Adjustment%22">Student Adjustment</searchLink><br /><searchLink fieldCode="DE" term="%22Situated+Learning%22">Situated Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink>
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  Data: This study investigated the development of intercultural communication competence (ICC) among international students in Taiwan, examining the role of situated learning in fostering adaptation within authentic, non-classroom contexts. A convergent parallel mixed-methods design was employed across two student cohorts. Quantitative data were collected through pre- and post-surveys using the Integrated Model of Intercultural Communication Competence (IMICC) and the Intercultural Adjustment Potential Scale (ICAPS). Qualitative data were gathered from students' reflective journals, posters, and semistructured interviews. In a two-phase study structure, the first phase implemented a sequential situated learning experience, while the second phase compared the effects of direct (market visits) and indirect (documentary viewing) situated learning approaches. Quantitative findings revealed a modest overall increase in students' self-assessed ICCs but a notable decrease in the cognitive competence subscale. Thematic analysis of the qualitative data explained this paradox, identifying cognitive disequilibrium as the central mechanism of development. Students' prior assumptions were destabilized, leading to a critical shift from unconscious to conscious incompetence. The study concludes that ICC development is a nonlinear process catalyzed by the productive struggle of cognitive disequilibrium. Situated learning effectively facilitates this by immersing students in authentic challenges that dismantle oversimplified cultural assumptions. Pedagogical implications for designing intercultural curricula that embrace productive disequilibrium are discussed.
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        StartPage: 251
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Foreign Students
        Type: general
      – SubjectFull: Interpersonal Competence
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      – SubjectFull: Intercultural Communication
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      – SubjectFull: Student Adjustment
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      – SubjectFull: Situated Learning
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      – SubjectFull: Higher Education
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      – SubjectFull: College Students
        Type: general
      – SubjectFull: Taiwan
        Type: general
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