Assessing Intercultural Competence Using Situational Judgement Tests: Reports from an EMI Course in Japan

Abstract

Intercultural competence has become a central feature of intercultural communication education as a means of assessing students' development. Like other university courses, teachers and other stakeholders need to find ways to account for students' development and achievement in intercultural learning. Previous research has shown that there is not one single way to account for a student's intercultural competence; instead employing a variety of measures such as quizzes, interaction activities, interviews, and surveys is advocated in determining a student's intercultural development in a classroom setting. As a result, in this study, participants' (n = 48) responses to situational judgement tests are analysed and explored. Specifically, participants responded to three cross-cultural workplace videos that depicted various intercultural incidents such as a misperception of time, unawareness of appropriate language and communicative behaviours in the workplace, and cultural differences in non-verbal communication. Overall, the results showed that participants can articulate an awareness of various intercultural concepts prompted by the videos. Furthermore, participants were able to demonstrate facets of intercultural competence by observing and reflecting on various issues in the workplace. However, the analysis revealed that participants' reports are often inconsistent and varied in terms of complexity. In addition, grading the assessment is time-consuming and additional rubrics and raters may be required to evaluate student reports accurately and consistently. Despite these challenges, the study shows that situational judgement tests are effective in assessing students' intercultural knowledge, skills, and attitudes. Using authentic materials can also be a beneficial tool, particularly in culturally homogenous EMI classrooms.

Exploring perceived capacity to speak in silent English majors: A longitudinal study before, during, and after study abroad

“…Therefore, discussions focusing on intercultural awareness between Japan and their host countries can encourage topic-sensitive students like Haru and Ruika to speak out. This awareness can be increased further if learners participate in experiential learning involving actual interactions with L1 and L2 English speakers in Japan (Allen, 2022). We also recommend project-based learning as students can apply their target language to research and discuss themes that interest them (Humphries, 2023).…”