A review of research on intercultural learning supported by technology | Culture and communication in digital worlds

Author(s): Rustam Shadiev, Wayan Sintawati

Year of publication: 2020

Keywords: Intercultural learning, Technology, Education, Competence, Awareness

Methodology/Sample: Systematic lit review/_

Reference: Shadiev, R., & Sintawati, W. (2020). A review of research on intercultural learning supported by technology. Educational Research Review, 31, 100338. https://doi.org/10.1016/j.edurev.2020.100338

Abstract

The purpose of this study was to review articles on intercultural education supported by technology. We aimed to evaluate the current state of knowledge with respect to (a) employed technology, (b) involved methods, cultures, languages, and participants, (c) arranged learning activities, (d) covered dimensions of the intercultural learning model, and (e) reported problems and their solutions. To this end, twenty-five articles on intercultural learning supported by technology published between 2014 and 2019 were selected and reviewed. The results showed that videoconferencing and email were the most frequently used technologies. Mixed methods were prevalent in the reviewed studies. The countries most frequently involved in intercultural learning were the US and China, and the most frequently used language was English. Most of the studies were conducted among undergraduates and secondary school students. Learning activities followed a similar pattern: (a) self-introduction, (b) culture introduction, and (c) interaction. The dimensions of intercultural learning models were covered in the reviewed articles differently. The two most important dimensions were knowledge and critical cultural awareness. Three main categories of problems were identified; i.e., methodology, learning process, and technology. Based on these results, several conclusions were drawn, and suggestions were provided for future research.

> Summary

The study reviews articles on technology-supported intercultural learning published between 2014 and 2019.
It evaluates employed technologies, methods, cultures, languages, and participants.
The most frequently used technologies were videoconferencing and email.
Mixed methods were prevalent in the reviewed studies.
The US and China were the most involved countries, with English as the primary language.
Common learning activities included self-introduction, culture introduction, and interaction.
Key dimensions covered were knowledge and critical cultural awareness.
Identified problems included methodology, learning process, and technology.

> Problem statement

The study reviews problems in intercultural education supported by technology, focusing on methodology, learning processes, and technology issues.
Common methodological problems include small sample sizes, short study durations, and lack of control groups.
Learning process issues often involve students’ low language skills, affecting communication and teamwork.
Technology-related problems include low accuracy rates of translation tools, rendering translated content ineffective.
Some studies did not report any problems, which is crucial for future research.

> Methods used

A systematic review methodology was employed to search for research articles using the Web of Science database.
Key terms included cross-cultural, intercultural, learning, and technology, among others.
The selection criteria focused on articles published between 2014-2019, in English, and indexed by SSCI.
Mixed methods were prevalent, with most studies utilizing qualitative research methods.
Content analysis and interviews were commonly used, alongside questionnaires and experiments.
Two researchers independently coded the articles, ensuring high interrater reliability (k = 0.929).
The study aimed to evaluate employed technology and involved methods in intercultural learning.

> Practical implications

Educators should increase sample sizes and duration for better generalization of findings in intercultural learning projects.
Language assistance may be necessary when language barriers exist in intercultural education.
The study highlights the importance of using technology, such as videoconferencing and email, in enhancing intercultural learning.
Byram’s model can guide educators in planning effective intercultural learning activities.
The paper provides up-to-date insights on technology-enhanced intercultural learning, addressing gaps in previous studies.
Suggestions for future research are based on identified problems in methodology, learning processes, and technology use.