Blogging for intercultural communicative competence in study abroad programs
All breadth, no depth?
Participants in study abroad (SA) programs (sojourners) are often encouraged to blog as a form of reflective
writing, yet little is known about this practice. Generally, reflection facilitates sojourners’ engagement in their personal and
professional growth. Drawing from two different but complementary frameworks, we analyzed blogs from 51 sojourners in short-term
SA volunteer teaching placements to examine the reflection that occurred through their writing. The two frameworks revealed
different aspects of blogging practices: types of reflection (
Maarof, 2007) were primarily descriptive, but intercultural
communicative competence learning (
Elola & Oskoz, 2008) examples were more numerous
and varied, documenting sojourners’ navigation of culture in SA. Sojourners did not typically use their blogs for dialogic or
critical reflection, instead chronicling experiences or representing reflection as completed actions. Although blogging can be
useful for reflection in SA, the results from this study suggest that careful scaffolding may be necessary to encourage critical
reflection.
Article outline
- 1.Introduction
- 2.Literature
- 2.1Intercultural communicative competence
- 2.2Reflective writing
- 3.Methods
- 3.1Participants and setting
- 3.2Conceptual lenses and data analysis
- 4.Results
- 4.1Types of reflection
- 4.2ICC learning
- 4.2.1Cultural knowledge – facts
- 4.2.2Coping
- 4.2.3Changing perspective
- 4.2.4Interest in others – specific
- 4.2.5Interest in others – general
- 4.2.6Cultural knowledge – exchange
- 4.2.7Cultural knowledge – resolving misunderstandings
- 4.2.8Cultural knowledge – discovering
- 5.Discussion
- 6.Conclusion
-
References
References (52)
References
Anderson, P. H., Lawton, L., Rexeisen, R. J., & Hubbard, A. C. (2006). Short-term study abroad and intercultural sensitivity: A pilot study. International Journal of Intercultural Relations,
30
(4), 457–469. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Bell, R. (2016). Concerns and expectations of students participating in study abroad programmes: Blogging to reveal the dynamic student voice. Journal of Research in International Education,
15
(3), 196–207. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Bickley, C., Rossiter, M. J., & Abbott, M. L. (2014). Intercultural communicative competence: Beliefs and practices of adult English as a second language instructors. Alberta Journal of Educational Research,
60
(1), 135–160.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Brockington, J. L., & Wiedenhoeft, M. D. (2009). The liberal arts and global citizenship integrative experiences and structured reflection. In R. Lewin (Ed.), The handbook of practice and research in study abroad: Higher education and the quest for global citizenship (pp. 117–132). Taylor & Francis.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Byram, M. (2008). From foreign language education to education for intercultural citizenship: Essays and reflections. Multilingual Matters. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Cirak Kurt, S., & Yildirim, I. (2021). The effects of blogging on pre-service teachers’ reflective thinking and self-efficacy. Reflective Practice,
22
(2), 233–249. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Cohen-Sayag, E. & Fischl, D. (2012). Reflective writing in pre-service teachers’ teaching: What does it promote? Australian Journal of Teacher Education,
37
(10), 2–20. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Colwell, J., Nielsen, D., Bradley, B. A., & Spearman, M. (2016). Advancing teacher education and curriculum development through study abroad programs. In J. Rhodes & T. Millby (Eds.), Advancing teacher education and curriculum development through study abroad programs (pp. 91–111). IGI Global. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Douthit, T. L., Schaake, S. L., Hay, M. M. R., Grieger, D. M., & Bormann, J. M. (2015). Student blogs and journals as assessment tools for faculty-led study abroad trips. NACTA Journal,
59
(3), 213–218.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Downey, G., & Gray, T. (2012). Blogging with the Facebook generation: Studying abroad with Gen Y. Australian Association for Research in Education and Asia-Pacific Educational Research Association Conference (pp. 1–12). Australian Association for Research in Education.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Dressler, R., & Tweedie, M. G. (2016). Dialogue journals in short-term study abroad: “Today I wrote my mind.” TESOL Journal,
7
(4), 1–29. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Dumova, T., & Fiordo, R. (2012). Blogging in the global society: Cultural, political and geographical aspects. IGI Global. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Dwyer, M. J. (2004). More is better: The impact of study abroad program duration. Frontiers: The Interdisciplinary Journal of Study Abroad,
10
1, 151–163. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Ellison, N. B., & Wu, Y. (2008). Blogging in the classroom: A preliminary exploration of student attitudes and impact on comprehension. Journal of Educational Multimedia and Hypermedia,
17
(1), 99–122.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Elola, I., & Oskoz, A. (2008). Blogging: Fostering intercultural competence development in foreign language and study abroad contexts. Foreign Language Annals,
41
(3), 454–477. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Elverson, C. A., & Klawiter, R. (2019). Using guided reflection to link cultural and service learning in a study abroad course. Journal of Professional Nursing,
35
(3), 181–186. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Gabaudan, O. (2016). Too soon to fly the coop? Online journaling to support students’ learning during their Erasmus study visit. ReCALL,
28
(2), 123–146. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Gelfuso, A., & Dennis, D. V. (2014). Getting reflection off the page: The challenges of developing support structures for pre-service teacher reflection. Teaching and Teacher Education, 381, 1–11. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Goertler, S., & Schenker, T. (2021). From study abroad to education abroad: Language proficiency, intercultural competence, and diversity. Routledge. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hanney, R., & Skirkeviciutey, G. (2020). Reflection, identity, community: Affordances of blogging for social interaction and reflective dialogue. Education and Information Technologies,
25
(3), 1553–1569. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
He, Y., Lundgren, K., & Pynes, P. (2017). Impact of short-term study abroad program: Inservice teachers’ development of intercultural competence and pedagogical beliefs. Teaching and Teacher Education,
66
1, 147–157. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Henry, J. (2021). The geopolitics of travel blogging. Geopolitics,
26
(3), 817–837. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hoff, H. E. (2014). A critical discussion of Byram’s model of intercultural communicative competence in the light of bildung theories. Intercultural Education,
25
(6), 508–517. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hourigan, T., & Murray, L. (2010). Using blogs to help language students to develop reflective learning strategies: Towards a pedagogical framework. Australasian Journal of Educational Technology,
26
(2), 209–225. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Institute of International Education. (2018). Fast facts 2018 – Open Doors. [URL]
Jackson, J. (2011). Host language proficiency, intercultural sensitivity, and study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad,
21
1, 167–189. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Khan, B. U., Wei, S., Shah, S. N. A., Gul, R., Ullah, S., Mehmood, S., & Asma. (2021). Role of blogging in perceived learning and satisfaction of students. Journal of Public Affairs,
21
(1). ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Kruse, J., & Brubaker, C. (2007). Successful study abroad: Tips for student preparation, immersion, and postprocessing. Die Unterrichtspraxis/Teaching German,
40
(2), 147–152. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lee, L. (2011). Blogging: Promoting learner autonomy and intercultural competence through study abroad. Language Learning and Technology,
15
(3), 87–109.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lee, L. (2012). Engaging study abroad students in intercultural learning through blogging and ethnographic interviews. Foreign Language Annals,
45
(1), 7–21. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lee, L., & Markey, A. (2014). A study of learners’ perceptions of online intercultural exchange through Web 2.0 technologies. ReCALL,
26
(3), 281–297. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lee, K., & Ranta, L. (2014). Facebook: Facilitating social access and language acquisition for international students? TESL Canada Journal,
31
(2), 22–50. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Long, T. E. (2013). From study abroad to global studies: Reconstructing international education for a globalized world. Frontiers: The Interdisciplinary Journal of Study Abroad,
22
1, 25–36. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Luik, P., & Taimalu, M. (2016). Factors of participants and blogs that predict blogging activeness during teaching practice and induction year. International Review of Research in Open and Distance Learning,
17
(1), 180–194. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
McAllister, L., Whiteford, G., Hill, B., Thomas, N., & Fitzgerald, M. (2006). Reflection in intercultural learning: Examining the international experience through a critical incident approach. Reflective Practice: International and Multidisciplinary Perspectives,
7
(3), 367–381. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Maarof, N. (2007). Telling his or her story through reflective journals. International Education Journal, 8(1), 205–220.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Mitchell, L., & Paras, A. (2018). When difference creates dissonance: understanding the ‘engine’ of intercultural learning in study abroad. Intercultural Education,
29
(3), 321–339. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Morris, N. J., Christie, H., & Barber, J. (2019). ‘It’s one of the first times I’ve felt fully engaged’: Developing student engagement using blogging as a form of assessment. Journal of Geography in Higher Education,
43
(3), 343–361. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Paris, R., & Biggs, M. (2018). Why Canada needs a global education strategy. International Journal,
73
(1), 146–157. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Pasterick, M. L. (2015). Language and culture learning abroad: Mediating pre-service world languages teachers’ development of interculturality (Unpublished doctoral dissertation). Pennsylvania State University.
Pasterick, M. L. (2019). Language and (inter)cultural learning: Supporting language teacher candidates’ development of interculturality during study abroad. In D. Martin & E. Smolcic (Eds.), Redefining teaching competence through immersive programs: Practices for culturally sustaining classrooms (pp. 127–153). Springer. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Perry, L., Stoner, L., Schleser, M., Stoner, K. R., Wadsworth, D., Page, R., & Tarrant, M. A. (2015). Digital media as a reflective tool: Creating appropriate spaces for students to become introspective. Compare: A Journal of Comparative and International Education,
45
(2), 323–330. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Savicki, V., & Price, M. V. (2015). Reflective writing: Cognition and affect before, during, and after study abroad. Journal of College Student Development,
56
(6), 587–601. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Shadowen, N. L., Chieffo, L. P., & Guerra, N. G. (2015). The global engagement measurement scale (GEMS): A new scale for assessing the impact of education abroad and campus internationalization. Frontiers: The Interdisciplinary Journal of Study Abroad,
26
1, 231–247. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Take, H., & Shoraku, A. (2018). Universities’ expectations for study-abroad programs fostering internationalization: Educational policies. Journal of Studies in International Education,
22
(1), 37–52. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Tervalon, M. & Murray-Garcia, J. (1998). Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education. Journal of Health Care for the Poor and Underserved,
9
(2), 117–125. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Top, E. (2012). Blogging as a social medium in undergraduate courses: Sense of community best predictor of perceived learning. Internet and Higher Education,
15
(1), 24–28. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Vogt, K. (2020). Towards a culturally reflective practitioner: Pre-service student teachers in teaching practicums abroad. In D. M. Velliaris (Ed.), Academic mobility programs and engagement: Emerging research and opportunities (pp. 143–197). IGI Global. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Walker-Rettberg, J. (2014). Blogging. Polity Press.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Witte, A., & Harden, T. (2011). Intercultural competence: Concepts, challenges, evaluations. Intercultural Studies and Foreign Language Learning. International Academic Publishers.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Wood, C., & Virzi, A. (2019). Teachers navigating cultural and linguistic differences: Building empathy through participation in immersive experience. In D. Martin & E. Smolcic (Eds.), Redefining teaching competence through immersive programs: Practices for culturally sustaining classrooms (pp. 183–206). Springer. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Cited by (1)
Cited by one other publication
Olaleye, Sunday Adewale
2023.
Bibliometric Viewpoints of Wired Campus Through Higher Institution Blogging. In
Transformation of Higher Education Through Institutional Online Spaces [
Advances in Higher Education and Professional Development, ],
► pp. 160 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
This list is based on CrossRef data as of 5 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.