Developing An Intercultural Competence Instrument In Foreign Language Teaching Context: A Study Of Chinese Students Of Spanish As A Foreign Language

Abstract

The present study aims to develop an intercultural competence (IC) instrument for Chinese students of Spanish as a Foreign Language (SFL). In order to do so, we took steps to modify the statements and confirm the validity of the IC instrument. The new instrument was validated by using exploratory factor analysis through a self-report methodology. The results showed that the instrument possessed adequate validity and reliability. The 28-item scale identified seven personal traits for the development of intercultural competence: attentiveness and willingness to interact; respect for cultural differences; interaction confidence; interaction enjoyment; non-verbal communication and behavior; cultural elements; and non-verbal aspects in verbal communication. The internal consistency of the scale was found to be adequate. Therefore, the newly constructed scale is valid and reliable for use in Chinese cultural settings.

Validation of intercultural competence scale in the Ethiopian context: Exploring the factor structure and psychometric properties among university students

“…Based on the recommendation of scholars,[ 24 26 ] the model was evaluated through five fit measures including; the Chi-square (CMIN/DF, <5), the root mean square error of approximation (RMSEA, <.08), goodness fit index (AGI), the adjusted goodness of fit index (AGFI), the normed fit index (NFI) and Comparative fit index (CFI) were >.90. According to[ 24 32 35 ] if any 3–4 of the goodness of fit indices are within the threshold, and then fitness of the entire model is regarded as acceptable. Furthermore, the basic assumptions of CFA were checked for each scale and were found to be tenable.…”

Developing Intercultural Competences in the Study-Abroad Programme Semester at Sea (SAS)

“…In this context, various intercultural competence measurements have been developed, such as the Intercultural Development Inventory (Hammer and Bennett, 2002) and the Global Perspectives Inventory (Braskamp, Braskamp & Engberg, 2013). Various research studies have emphasised that study abroad programmes contribute to the positive development of intercultural competencies (Sándorová, 2021;Chen, 2022), especially compared to the intercultural competence development of students at their home university.…”

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