Academic Journal
Enhancing Intercultural Communication Competence through Situated Learning: A Mixed-Methods Study of International Students in Taiwan
| Τίτλος: | Enhancing Intercultural Communication Competence through Situated Learning: A Mixed-Methods Study of International Students in Taiwan |
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| Γλώσσα: | English |
| Συγγραφείς: | Pei-chih Lin (ORCID |
| 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 |
| ISSN: | 2162-3104 2166-3750 |
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