Intercultural Communication and Competence

Constructive View of DMIS

• Emphasizes development through cultural experiences and personal interactions.
• Aiming to foster understanding and sensitivity towards different cultural perspectives.

Stages in Bennett's Developmental Model of Intercultural Sensitivity

• Divided into two main groups: Ethnocentric stages and Ethnorelative stages.
• Ethnocentric stages focus on self-centered perspectives; Ethnorelative stages promote understanding and adaptation to cultural differences.

Role of Cultural Experiences

• Cultural experiences are vital in facilitating movement through the stages of Bennett's model.
• They help individuals comprehend and appreciate cultural differences, enhancing sensitivity.

Focus of Ethnocentric Stages

• Ethnocentric stages prioritize the individual’s own culture, often resulting in a lack of awareness or appreciation for other cultures.
• The primary mindset is viewing one’s own culture as the central reference point.

Primary Goal of DMIS

• Aim is to increase intercultural sensitivity and competency among individuals.
• Encourages a broader perspective on cultural interactions.

Stages Outlined in DMIS

• Six stages make up Bennett's Developmental Model of Intercultural Sensitivity.

Experimental Versus Control Group Discussion

• Experimental groups engaged in richer discussions about cultural experiences compared to the control group.
• Enhanced interaction led to deeper understanding of cultural nuances.

EFL Participants' ISS Dimensions

• All three groups of EFL participants displayed high levels of intercultural sensitivity according to the ISS dimensions.
• Reflects progress in cultural understanding.

Learners' Interactions in Experimental Groups

• Learners in online and second experimental groups tended to be more open and curious when interacting with diverse cultures.
• Showed increased engagement and willingness to learn from cultural encounters.

Perception of Self in Cultural Interactions

• Learners in experimental groups perceived themselves as more culturally aware and sensitive compared to those in the control group.
• Recognized growth in their ability to navigate cross-cultural situations confidently.

Cultural Interaction Differences between Groups

• Experimental groups experienced more dynamic cultural interactions compared to the control group, which showed less engagement.
• The approach led to enhanced intercultural communication skills.

Purpose of Computer-Mediated Communication

• Aimed at facilitating telecollaborative communication among students across cultures.
• Enhances intercultural dialogue and learning opportunities.

Benefit of Asynchronous CMC for Language Learners

• Asynchronous CMC allows learners flexibility in communication, leading to more thoughtful exchanges.
• Enables learners to participate at their own pace, improving language acquisition.

Communicative Features of CMC

• Provide language learners with opportunities to practice language skills in real-world contexts.
• Foster collaboration and interaction with native speakers, enriching the learning experience.

Study Focus

• Emphasizes understanding the impact of CMC on cultural interactions among language learners.
• Investigates how digital communication can enhance intercultural sensitiveness.

Benefits of CMC According to Meskill and Anthony

• Promotes deeper understanding and collaboration between language learners and native speakers.
• Enhances the development of intercultural competences.

Types of Computer-Mediated Communication

• Two types mentioned include synchronous and asynchronous communication methods.

Primary Means of Communication in the Study

• CMC was the main channel for intercultural speakers to communicate, facilitating dialogue and cross-cultural exchange.

Learners' Engagement Outcome in Intercultural Training

• Participation in intercultural training led to enhanced cultural competencies among learners.
• Fostered greater appreciation of cultural diversity and improved communication skills.

Highest Mean Rank Group

• The online experimental group exhibited the highest mean rank in measures of intercultural sensitivity.

Cultural Discussion Outcome with Intercultural Speakers

• Cultural discussions resulted in improved understanding and appreciation of intercultural perspectives among learners.

Findings Confirmation Regarding Research Question

• Study findings reaffirm the significance of CMC in enhancing intercultural understanding and sensitivity.

Significance of Study Findings

• Findings align with previous studies, establishing a stronger link between CMC and intercultural competency development.

Researcher's Area of Interest

• Focused on the intersection of digital communication and intercultural education.

Paper on Online Dialogue for Cross-Cultural Understanding

• Published by Bennett, highlighting strategies to improve understanding through digital means.

Journal Title for Bennett's 1986 Paper

• Published in the journal titled "International Journal of Intercultural Relations."

Title of Blake's 2008 Book

• The book is titled "Foreign Language Education: Theory and Practice."

Paper on Social Dimensions of Telecollaborative Study

• Published by Meskill, exploring the social aspects of foreign language learning in digital contexts.

Bennett's Institutional Affiliation

• Affiliated with the Intercultural Communication Institute.