Intercultural communicative competence and online exchanges: A systematic review

Author(s): Maria Iosifina Avgousti

Year of publication: 2018

Keywords: Intercultural Communicative Competence (ICC), Online Intercultural Exchanges (OIEs), Web 2.0 Tools, Multimodal Communication
Telecollaboration

Methodology/Sample: _/_

Reference: Avgousti, M. I. (2018). Intercultural communicative competence and online exchanges: A systematic review. Computer Assisted Language Learning, 31(8), 819–853. https://doi.org/10.1080/09588221.2018.1455713

Abstract

One of the goals of foreign language (FL) education is to produce intercultural speakers. Telecollaboration can act as a catalyst for promoting language skills development, intercultural communicative competence (ICC), and multiple literacies. The significance of multimodal communicative competence (MCC) on the success or failure of a telecollaborative project and its interdependence with intercultural communicative competence (ICC) have already been established. The very few systematic reviews on ICC and second language (L2) or FL learning do not take into account the different modalities through which learners interact and co-construct meaning and intercultural competence. Drawing on ecological linguistics (EL) and semiotics, the present review contributes to the field of applied linguistics by reviewing online intercultural exchanges (OIEs) and ICC development in relation to the modality used for each exchange that is reviewed. Features of the context of each study that was conducted in either a K-12 or a university setting were coded according to a coding scheme and analysed quantitatively using descriptive statistics. The findings of studies conducted in university contexts, were reviewed in-depth inductively in relation to the impact of Web 2.0 tools – and especially multimodality – on learners’ development of ICC. The exclusive focus on university contexts in the in-depth review stems from the frequency at which universities serve as contexts for OIEs, comprising in this case more than two-thirds of the reviewed studies. Analysis of the data suggests that multimodality in Web 2.0 tools and applications affects ICC development in multiple ways but more research on ICC and L2 and FL learners in multimodal environments needs to be conducted.

> Summary

  • The paper reviews the role of telecollaboration in developing intercultural communicative competence (ICC) and language skills in foreign language education.
  • It highlights the significance of multimodal communicative competence (MCC) in telecollaborative projects.
  • The findings suggest that telecollaboration offers subjective cultural learning not found in traditional textbooks.
  • Challenges in telecollaboration include partner stability and practical difficulties, but benefits outweigh these complexities.
  • The research emphasizes the need for more studies on ICC in multimodal environments.

> Problem statement

  • The paper discusses challenges in achieving equal participation and critical reflection in intercultural exchanges using Web 2.0 technologies.
  • It highlights the lack of intercultural awareness and competence post-exchange, questioning the effectiveness of assessment methods.
  • The complexity of measuring intercultural communicative competence (ICC) is emphasized, suggesting that single assessment tools are inadequate.
  • The study notes a significant lack of quantitative research in the field, indicating a need for methodological triangulation.
  • Overall, the paper aims to address the gaps in understanding ICC development through online intercultural exchanges.

> Methods used

  • The paper identifies one quantitative study and 22 qualitative studies in the systematic review.
  • A total of 27 studies employed mixed methods, combining qualitative and quantitative research.
  • The research includes action research and design-based research, both utilizing qualitative measures.
  • Methodological triangulation is suggested for complex constructs like intercultural communicative competence (ICC).
  • The study emphasizes the importance of multimodal communicative competence (MCC) in telecollaborative projects.
  • The review analyzes studies conducted in K-12 and university settings using descriptive statistics.

> Practical implications

  • The study suggests that students’ preconceptions about target cultures can be eliminated through exchanges and online tools, enhancing intercultural sensitivity.
  • It emphasizes the importance of recognizing cultural differences while appreciating similarities, which can foster intercultural competence.
  • The findings indicate a need for further research on the pedagogical uses of less studied Web 2.0 technologies in education.
  • The paper highlights the significance of multimodal communicative competence in telecollaborative projects for successful intercultural communication.
  • It suggests that synchronous computer-mediated communication (CMC) can facilitate instant clarification and enhance intercultural negotiation.

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