An exploration of Chinese students’ perceived barriers to effective intercultural communication

Abstract

Chinese students nowadays have more opportunities to engage in interactions with people from different cultures, but meanwhile, their performance in authentic intercultural communications may be impeded by a variety of barriers. In this study, we qualitatively explored and summarized various types of barriers of intercultural communication as perceived by 40 Chinese students, based on Rozkwitalska’s (2010) model. The findings revealed a series of universal barriers that coincided previous studies (e.g., lack of confidence, shyness, feelings of remoteness, nonproficient use of functional language), and enriched Rozkwitalska’s (2010) model with newly identified barriers (e.g., lack of stress tolerance, self-centered communication, protection of face, discrepant performance concerning SES and age). Our study examined intercultural communications in a more comprehensive manner and made an attempt to develop a well-established, coherent frame of theory-building in international education research. Practical implications for educators and schools are discussed.

On the intercultural sensitivity of university students in multicultural regions: A case study in Macao

“…Third, this result is also likely related to personality. Research on Chinese students' perceived barriers to effective intercultural communication (Zhang and Zhou, 2021) found that two major personality-related barriers, including shyness and lack of confidence, influenced the participants' performance in intercultural communication.…”