Developing Emotional Awareness in Cross-Cultural Communication: A Videoconferencing Approach

Abstract

Cross-cultural interactions are inherently emotional processes because they involve a considerable amount of uncertainty and a potential for misunderstanding. This study aims to fill a gap in the literature by designing an easy-toimplement teaching module that brings emotions and emotional awareness more centrally into analysis of cross-cultural business communication. The business schools of a Hungarian university in Budapest and an American university in northern California collaborated in the teaching module by using videoconferencing and screen-capture technologies. The authors examined the effectiveness of this module based on their observations and an analysis of the qualitative data collected from the participating students. The results of the study suggest that the videoconferencing technology can be a viable tool to create real-time interactions between students in different countries in which they can experience, express, observe, and reflect on emotions. Students gained firsthand experience in videoconferencing and enhanced

“I don’t even know where Turkey is.”: Developing intercultural competence through e-pal exchanges

“…However, participants increasingly became more culturally sensitive throughout the semester as they learned more about themselves and their pen-pals' lives, their By the end of the study, participants had developed more complex cultural constructs. This finding supports previous research that suggests any forms of firsthand intercultural experience can help individuals examine their own cultural identity and recognize cultural differences in themselves and others (e.g., Cushner & Mahon, 2009;Marx & Moss, 2011;Ozcelik & Paprika, 2010;Trilokekar & Kukar, 2011;Wach & Mickiewicz, 2015).…”

“…For example, participants believed that hearing news from their pen-pals made a huge difference in their attitudes and helped them become more culturally sensitive. Ozcelik and Paprika (2010) would consider this development of emotional awareness in the making can be used to describe how participants have transformed their thoughts and attitudes as a result.…”

“…Previous research also indicates when college students are able to engage in intergroup dialogue, provided the environment is safe and pleasant, such an encounter can reduce cultural barriers and prejudice, as well as contribute to intercultural competences (e.g., Goncalves, 2011). The intercultural and intergroup dialogue has positive cognitive and effective influences on college students (Alimo, Kelly, & Clark, 2002;Goncalves, 2011;Gurin, Nagda, & Sorensen, 2011;Ozcelik & Paprika, 2010;Wach & Mickiewicz, 2015). Moreover, by engaging preservice teachers in peer dialogues, Lapp (2001) found her students' professional knowledge and skills increased.…”

An empirical analysis of surface acting in intra‐organizational relationships

“…Using a design that incorporates laboratory and/or field experiments, future research could analyze the interpersonal consequences of surface acting by focusing on such outcomes as trust, liking, cohesiveness, and helping. As another limitation, this study has analyzed surface acting within the context of U.S. culture; and yet, previous research suggests that employees in different countries might differ in the ways they experience and express their emotions (Matsumoto, , ; Ozcelik & Zoltayne‐Paprika, ). Hence, the results of this study may not be generalized to organizations in some other cultures.…”

An Empirical Analysis of Surface Acting in Intra-Organizational Relationships.

“…Using a design that incorporates laboratory and/or field experiments, future research could analyze the interpersonal consequences of surface acting by focusing on such outcomes as trust, liking, cohesiveness, and helping. As another limitation, this study has analyzed surface acting within the context of U.S. culture; and yet, previous research suggests that employees in different countries might differ in the ways they experience and express their emotions (Matsumoto, 1989(Matsumoto, , 1992Ozcelik & Zoltayne-Paprika, 2010). Hence, the results of this study may not be generalized to organizations in some other cultures.…”