Literature Review: Online
Learning for Fostering Intercultural Communicative
Competence
Ayidana
Yeerjiang
Suleyman Demirel
University,
Kaskelen,
Kazakhstan
Abstract
The focus of this literature
review is to review and analyze how online learning promotes the
development of intercultural communicative competence (ICC) in
English language teaching (ELT). It aims to provide theory-based
suggestions for English language (EL) teachers and researchers
better to choose learning methods and activity designs for
intercultural communication. It draws on the principles of Critical
Interpretation Synthesis (CIS), with studies collected from
systematic searches of databases supplemented by manual searches of
relevant journals. The results show that with the rapid development
of information technology, the popularization of network
technology, and the continuous improvement of online learning
platforms, online learning has become a popular learning method.
Moreover, the flexibility, convenience, and interactivity of online
learning provide new ways and possibilities for cultivating
cross-cultural communication skills.
Key word: Online Learning.
E-learning. Intercultural Communicative Competence(ICC).English
language teaching. Review.
Introduction
In the context of the current
era of globalization, foreign language learning is not only focused
on the foreign language itself but also effective communication
with people from other cultures, in this context, the importance of
intercultural communication skills has become increasingly
prominent. Benefiting from the advancement of information
technology and the popularity of the Internet, online learning has
achieved tremendous development in the past few decades, which has
helped learners with learning resources and teaching content from
different cultural backgrounds around the world, providing them
with a broader perspective and deeper cross-cultural
understanding.
For a long period, the main
method of teaching culture was through transmission, emphasizing
the memorization of both sophisticated (e.g., literature and the
arts) and mundane (e.g., everyday customs, habits, and folklore)
facts (Thanasoulas, 2001). Since the start of the 21st century,
with the rapid development of online learning, the traditional
strategy of enhancing ICC in physical classrooms is no longer
effective (Leng et al., 2021). With the rise of intercultural
online teaching and learning as a new educational standard,
investigating the development of ICC within classrooms and
teaching, while overcoming spatial constraints for learners
involved in cross-cultural learning, is undeniably crucial for
advancing talent development and the caliber of higher
education.
This study reviews a body of
published studies about the impact of online learning on the
development of EFL learners’ intercultural communicative competence
(ICC). By reviewing the literature, I hope to delve into how online
learning can be an effective tool for promoting intercultural
communicative competence. In addition, the challenges and
difficulties that may be encountered in online learning will also
be explored to maximize the promotion effect of online learning on
intercultural communicative competence.
Intercultural Communicative
Competence
The term "communicative
competence" was first proposed by American sociolinguist and
anthropologist Hymes (1972). He distinguished communicative
competence from language competence and focused on the interaction
between language and environment during language use. ICC is an
extension and explanation of communicative competence in
intercultural language environments. Byram (1997) stated that ICC
covers a range of skills, including language ability, cultural
knowledge, intercultural sensitivity, and communication strategies.
Spitzberg (2000) further developed the ICC model involving the
interaction between communication systems, event systems, and
relationship systems. ICC is not an independent ability, but a
comprehensive skill composed of multiple abilities. Definitions of
ICC often include the attitudes, skills, and knowledge necessary to
communicate effectively “when interacting across differences”
(Deardorff, 2019; Heggernes, 2021). According to the study by Bilá
et al. (2020), intercultural communicative competence is defined as
a deeper understanding of the influence of one's own culture on
speakers, as well as their perceptions of themselves and others. It
involves knowing how to establish and interpret meanings,
developing critical awareness, understanding how to uncover
cultural information, and knowing how to relativize values,
attitudes, and others' beliefs.
Nowadays, educators and
researchers around the world have proposed a series of
intercultural communication education models, but the most detailed
and influential among them is Michael Byram’s (1997) model, which
integrates holistic language and intercultural Competencies and
have clear, practical and ethical goals. Byram believes that the
goal of intercultural language teaching is to help learners develop
intercultural communicative competence, including language skills
and intercultural understanding, so that they can interact
effectively with people from different cultural backgrounds and
appreciate the benefits of such intercultural communication.
(Byram, Gribkova, & Starkey, 2002, p. 10).Having good intercultural
communication skills can help individuals better understand and
respect people from different cultural backgrounds, thereby
reducing cross-cultural misunderstandings and conflicts and
promoting the exchange and sharing of cultural diversity. Deardorff
(2006) emphasizes the impact of internationalization in higher
education by highlighting a progressive process model developed by
internationalization centers. This model suggests that attitudes
serve as foundational elements for the development of ICC, while
knowledge, understanding, and skills lay the groundwork for
progressing to the next stage (internal
outcomes).
In the educational context,
ICC has become an important competency for high school students in
an increasingly globalized world, and technology-mediated
communication platforms have expanded opportunities for
cross-cultural interaction and learning. Byram's (2008) research
shows that exposure to different cultural perspectives through
international exchanges, language immersion programs, and
multicultural courses can promote the development of students' ICC.
Educators now generally recognize the critical role that
intercultural competence plays in educational settings and are
paying increasing attention to incorporating it into teaching
strategies.The cultivation of intercultural communication skills
not only helps individuals better adapt to the globalized social
environment, but also promotes cultural exchange and understanding
and reduces cultural conflicts and
misunderstandings.
Intercultural Communicative
Competence in Online Contexts
The use of modern technology
in education is a key competency to acquire, especially in today's
globalized world, through relevant language and cultural skills to
better adapt to a changing society. Yang and Mao (2011) conducted a
questionnaire survey among students engaged in cross-cultural
cooperation and found that the technical tools and learning
resources provided by the course had a significant impact on
students' course experience and ICC. Baker (2012) believes that
virtual exchange programs, multicultural online courses, and
collaborative projects provide students with ways to interact with
peers from different cultural backgrounds and can promote the
development of ICC skills. Online learning brings unique challenges
and opportunities to the development of ICC, and online platforms
provide opportunities for global collaboration and cross-cultural
exchange. Belz (2003) explored cross-cultural discourse in
German-American email communication from a linguistic perspective
and provided a linguistic analysis of cross-cultural online
communication. Jin (2015) revealed how the online social media
platform Facebook facilitates interaction between second language
learners and native speakers of the target language. Sherwood et
al. (2018) describe how technologies such as online learning and
Skype-based learning can play a role in the development of
students’ intercultural competence.
There are various ways that
educators can promote ICC in online learning environments. Social
media is an important platform, as Barbara Hofer (2008) states in
her article: “The proliferation of affordable and easy-to-use
communication methods—email, smartphones, text messaging, Skype,
Facetime, Facebook, Viber, WhatsApp, Instagram, Twitter,
Snapchat—making it possible for college students to connect to
frequencies unimaginable just a decade ago.” (p. 21). And as
students become increasingly active in cyberspace, cross-cultural
development becomes increasingly important. Gibson and Capdeville
(2019) illustrate that although face-to-face interactions are
limited by space, in the digital world, students can make broader
connections and suggest that faculty and students can jointly play
the role of educators and creators of intercultural learning
content. According to Hřebačková, M., & Štefl, M. (2022), digital
storytelling is also a viable tool for challenging and overcoming
cross-cultural discomfort. They stated that digital storytelling
collaboration can enhance students' intercultural awareness by
providing them with a safe, structured, and convenient (virtual)
environment to train and develop their intercultural communication
skills. Studying digital storiestellings provides a viable
framework that enables students to apply, and critically evaluate
mainstream ICC models that remain widely adopted in the
dissemination of ICC development and training. Similarly,
Hřebačková, M. (2019) research shows that it is feasible to use
virtual exchange as a means of cultivating intercultural
communicative competence (ICC). She expresses that foreign language
learning designed through a multidisciplinary approach developed
through virtual exchange enables students to explore real-life
working understandings, knowledge, and exposure, and through live
filming, real-life experiences are brought into the classroom to
enhance students' cross-cultural understanding and Communication
skills. With the help of computer network technology, students can
express their cultural stance and exchange views with target
language speakers. Liaw (2006) stated: “With the help of
computer-mediated communication, the students took a journey of
discovery and reflection where their understanding of the
behaviors, beliefs, concepts, ways of interacting in their own and
the other culture was exchanged, discussed, negotiated, and even
refined.” It is emphasized that digital tools and platforms such as
social media and virtual reality simulations can enhance
intercultural communication skills in online
environments.Therefore, it is of great significance to use modern
technology in education to promote the development of intercultural
communication skills. It provides students with rich learning
resources and interactive opportunities, thereby better adapting to
the globalized social environment.
conclusion
In conclusion, this review
explores the role of online learning in developing intercultural
communicative competence (ICC) and its impact on education in
today's globalized world. By exploring relevant literature and
research results, several key insights emerged. As technology
advances, virtual classrooms, online forums, and collaboration
tools become increasingly accessible, allowing students to interact
cross-culturally regardless of geographic location. As technology
advances, virtual classrooms, online forums, and collaboration
tools become increasingly accessible, allowing students to interact
cross-culturally regardless of geographic location. Deutschmann et
al. (2019) highlight the importance of virtual exchange programs in
promoting intercultural competence and developing global
citizenship.Online learning provides learners with a flexible
learning environment that enables them to communicate and
collaborate with classmates from different cultural backgrounds.
This kind of virtual intercultural interaction not only helps
students learn new language and cultural knowledge, but also
develops their intercultural communication skills. And online
learning provides students with a real-life environment where they
can freely explore and express their cultural identity while coming
into contact with classmates from different parts of the
world.
In summary, online learning
has great potential in developing learners’ intercultural
communication skills. By leveraging the capabilities of digital
technology and embracing multicultural perspectives, educators can
create inclusive and culturally responsive learning environments
that help students thrive in a connected and diverse
world.
References
Baker, W. (2012). From
cultural awareness to intercultural awareness: Culture in ELT. ELT
Journal, 66(1), 62-70.
Belz, J. A. (2003). Linguistic
perspectives on the development of intercultural competence in
telecollaboration. Language, Learning and Technology, 7(2),
68-117.
Bilá, M., Kačmárová, A., &
Vaňková, I. (2020). The encounter of two cultural identities: The
case of social deixis. Russian Journal of Linguistics, 24(2),
344-365. https://dx.doi.org/10.22363/26
87-0088-2020-24-2-344-365
Byram, M. (1997). Teaching and
assessing intercultural communicative competence. Clevedon, UK:
Multilingual Matters.
Byram, M. (2008). From foreign
language education to education for intercultural citizenship:
Essays and reflections. Multilingual
Matters.
Byram, M., Gribkova, B., &
Starkey, H. (2002). Developing the intercultural dimension in
language teaching. A practical introduction for teachers.
Strasbourg, France: Council of Europe Publishing,Language Policy
Division
Deardorff, D. K. (2006).
Identification and assessment of intercultural competence as a
student outcome of internationalization. Journal of Studies in
International Education, 10(3), 241–266.
Gibson, Annie McNeill and
Capdeville, Emily (2019) "Digital Identities and Study Abroad:
Teaching Intercultural Competence through Social Media Literacy,"
Journal of Global Initiatives: Policy, Pedagogy, Perspective: Vol.
14 : No. 1 , Article 3.
Jin, S. (2015). Using Facebook
to promote Korean EFL learners’ intercultural competence. Language,
Learning and Technology, 19(3), 38-51.
Deardorff, D. K. (2019).
Manual for developing intercultural
competencies:
Story circles. Routledge.
https://doi.org/10.4324/9780429244612
Heggernes, S. L. (2021). A
critical review of the role of texts in fostering
Intercultural
Communicative competence in
the English language classroom. Educational Research Review, 33,
100390.https://doi.org/10.1016/j.edurev.2021.100390
Hofer, B. K. (2008). The
electronic tether: Parental regulation, self-regulation, and the
role of technology in college transitions. Journal of the
First-year Experience and Students in Transition, 20(2),
9-24.
Hymes, D. (1972). On
communicative competence. Oxford University
Press
Hřebačková, M., & Štefl, M.
(2022). Challenging intercultural discomforts: Intercultural
communicative competence through digital storytelling. Training,
Language and Culture, 6(3), 78-88.
Leng, J., Fang, W., & Li, L.
(2021). Analysis of cross-cultural communication abilities of
college students in online environments—Reflections on a SinoUS
virtual collaborative project in the post-pandemic
era. Modern Educational Technology, 31(11),
111-118.
Liaw, M.-Ling. (2006). E-learning and the development
of intercultural competence. Language Learning & Technology, (10)3,
49–64. http://dx.doi.org/10125/44074
Spitzberg, B. H. (2000). A
model of intercultural communication competence. Intercultural
communication: A reader, 9, 375-387
Sherwood, D. A., Tripplett,
M., Hoyle-Katz, S., and Langereis, J. (2018). Use of technology,
pedagogical approaches and intercultural competence in development.
J. Sociol. Soc. Welf. 45, 55–76.
Thanasoulas, D. (2001). The
importance of teaching culture in the foreign language classroom.
Radical
Pedagogy,
http://radicalpedagogy.icaap.org/content/issue3_3/7-thanasoulas.html
Yang, J., & Mao, Y. (2011). An
empirical study of Sino-US cross-cultural
network
collaborative learning.
Journal of Distance Education, 29(02), 56-61.
https://doi.org/10.15881/j.cnki.cn33-1304/g4.2011.02.005