Impact of Intercultural Communication During Short-term Study-abroad of Japanese Students: Analysis from a Perspective of Cognitive Modification

Koyanagi, Shizu

doi:10.1080/17475759.2018.1435423

Cited by 17 publications

(12 citation statements)

References 14 publications

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“…As to cross-cultural adaptation, overseas short-term learning is beneficial but problematic. On the one hand, short-term overseas study can sharpen students' cross-cultural sensitivity, cultivate their cross-cultural awareness, improve their adaptation competence, and enlighten their self-reflection on home culture and cultural identity (e.g., [13][14][15][16][17][18]). On the other hand, a recent study on short-term international education shows that although short-term international education can benefit students in overcoming logistical and financial barriers [19], SISs actually experience higher levels of sociocultural adjustment difficulties, psychological distress, and social pressure.…”

Section: Short-term International Education and Cross-culturalmentioning

confidence: 99%

Factors Affecting Chinese Short‐Term International Students’ Cross‐Cultural Adaptation in Psychology, Learning, and Life

Zhang

2022

Discrete Dynamics in Nature and Society

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Although Chinese international students’ cross-cultural adaptation has achieved intense research, factors in developing Chinese SISs’ cross-cultural adaptation remain underresearched. This study examined the factors through a survey of Chinese SISs’ transitional adaptation in psychology, life, and learning. Mixed-method research was conducted: a survey of 155 SISs from a top Chinese university undertaking study across 16 countries and in-depth interviews with 15 SISs. Results indicate that knowledge of the host country and university, language proficiency, sense of participation, and engagement are the crucial factors in developing Chinese SISs’ cross-cultural adaptation. These factors reveal significant correlations with the students’ adaptive performances in psychology, life, and learning. However, the factor of duration indicates no significant correlation with students’ cross-cultural adaptation, which demonstrates an inconsistency with the previous studies. The findings of this study highlight the need for developing Chinese SISs’ sense of engagement, enhancing the language training, and building up the knowledge of the host cultures previous to the study abroad.

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Section: Short-term International Education and Cross-culturalmentioning

confidence: 99%

Factors Affecting Chinese Short‐Term International Students’ Cross‐Cultural Adaptation in Psychology, Learning, and Life

Zhang

2022

Discrete Dynamics in Nature and Society

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“…In this experiment, we fi rst calculate the average grade of each English majors in Grade 1 to Grade 3 of each participating university and then calculate the correlation coeffi cient with the score of grammatical sensitivity test (Koyanagi, 2018).…”

Section: Evaluation and Measurementmentioning

confidence: 99%

Correlation Study on Grammatical Sensitivity Test Indexes in Intercultural Communication

Zhang¹

2019

RCIS

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Language teaching cannot be separated from cultural factors. Foreign language communication is cross-cultural communication, which has some relations with linguistic ability. As one of the important components of linguistic aptitude, grammatical sensitivity issues play an important role in the second language acquisition and English teaching. Through the exploration of Carroll's MLAT, we independently designed a set of test questions. The purpose of this study is to study the grammatical sensitivity of linguistic aptitudes and to provide theoretical support for foreign language learning and college English teaching. Our research has found that grammatical sensitivity has a signifi cant impact on their cross-cultural communication and language learning activities among foreign-language learners who are native speakers of Chinese. After research, we can say that the means of making words, extending sentences and reading paragraphs can eff ectively test the grammatical sensitivity of Chinese learners. Finally, grammatical sensitivity can truly aff ect the outcome of language learning. However, due to the diff erent grammar of each language, Chinese grammatical sensitivity cannot be used as an indicator to test foreign language aptitude in Chinese-speaking learners.

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“…STSA can provide critical opportunities for intergroup contact and other experiences that allow for exposure to alternative worldviews, and a window for educators and researchers to then better understand participating students' GM. Koyanagi (2018) found that prior to participation in STSA programs in Malaysia and Canada "students reflected a prevalent attitude in Japan that the rest of the world is somewhere outside of themselves and someone else's concern" (p. 114); however, studying abroad helped them to better identify with global society by cultivating more active attitudes toward it through interpersonal relationships. In contrast, other researchers (e.g.…”

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confidence: 99%

“…There is currently a dearth of studies examining Japanese participants' STSA intercultural learning experiences (Koyanagi, 2018). Studies utilizing the GMS to measure GM have been primarily conducted in western study-abroad contexts (e.g.…”

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confidence: 99%

Assessing the impact of a virtual short-term study-abroad program on Japanese university students’ global-mindedness

Deacon

Miles

2022

JVE

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Short-Term Study-Abroad (STSA) programs are popular in Japanese higher education; however, participating students’ experiences are under-researched, particularly in areas outside of second-language acquisition. This study empirically assessed the impact of a six-week study-abroad program with a US university (conducted online as a virtual program due to the COVID-19 pandemic) on sophomore Japanese university students’ Global-Mindedness (GM). This mixed-methods study employed experimental (n=53) and control (n=82) groups to investigate the following research question: What is the impact of a virtual STSA program on the GM of participating students? Quantitative data were collected at three time periods (pretest/posttest/post-posttest) using a modified version of the 30- item, five-factor GM Scale (GMS, see Hett, 1993). Descriptive statistics and two-way ANOVAanalyses revealed a significant increase in the experimental groups’ posttest results, which then returned to similar pretest levels in the post-posttest period. Reflection papers, surveys, and semi-structured interviews informed the qualitative perspective, and findings suggested a need for sustained post-program supportive measures to help maintain students’ GM.

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Impact of Intercultural Communication During Short-term Study-abroad of Japanese Students: Analysis from a Perspective of Cognitive Modification

Cited by 17 publications

References 14 publications

Factors Affecting Chinese Short‐Term International Students’ Cross‐Cultural Adaptation in Psychology, Learning, and Life

Factors Affecting Chinese Short‐Term International Students’ Cross‐Cultural Adaptation in Psychology, Learning, and Life

Correlation Study on Grammatical Sensitivity Test Indexes in Intercultural Communication

Assessing the impact of a virtual short-term study-abroad program on Japanese university students’ global-mindedness

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