Communicating in Context: Intercultural Communication Skills for ESL Students

This chapter examines issues in intercultural communication in regard to the use of English as a global language in the workplace of the 21st century. The findings that emerged from data gathered in two multinational companies inform discussion about the sort of communication skills that workers will require in the global workplace. A case study with an Australian undergraduate class served to examine whether the skills identified in multinational workplaces are, in fact, being developed in graduates. Based on all the above, the author has developed a four dimensional model comprising the intercultural communication skills that future graduates, including engineers and IT professionals, will require for global workplaces. Some strategies that will facilitate the development of such skills are also discussed.

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Effect of GI and Glogster on Improving the Intercultural Communication Skills in Higher Education

Multicultural Instructional Design ◽

10.4018/978-1-5225-9279-2.ch027 ◽

2020 ◽

pp. 576-604

Author(s):

Ghada M. Awada ◽

Hassan B. Diab ◽

Kawthar H. Faour

Keyword(s):

Higher Education ◽

International Students ◽

Experimental Design ◽

Intercultural Communication ◽

Communication Skills ◽

Intercultural Sensitivity ◽

Control Group ◽

Learning Method ◽

Experimental Conditions ◽

Experimental Group

The study reports the effect of group investigation (GI) cooperative learning method and the Glogster online poster on improving the intercultural communication skills of international students (n=54) of eight different countries. The study is premised on the proposition that the integration of GI and Glogster in classrooms consisting of Lebanese and non-Lebanese students could be effective in improving the intercultural communication skills of international students and enhancing their perceptions of intercultural communication. The study employed the mixed methods pretest-posttest control group experimental design whereby six Interactions Among Civilizations intact classes were randomly assigned to control and experimental conditions. Employing the intercultural sensitivity scale yielded findings indicating the significance of the GI and Glogster in developing the cultural adaptability and intercultural sensitivity of the experimental group participants (n=25) whereas the control group participants (n=28) did not show similar improvement.

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Acquiring Intercultural Communication Skills

Intercultural Communication Training: An Introduction ◽

10.4135/9781452243603.n4 ◽

2012 ◽

pp. 85-113

Keyword(s):

Intercultural Communication ◽

Communication Skills

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The impact of Erasmus program on intercultural communication skills of students

E3S Web of Conferences ◽

10.1051/e3sconf/202016412013 ◽

2020 ◽

Vol 164 ◽

pp. 12013

Author(s):

Tatiana Baranova ◽

Aleksandra Kobicheva ◽

Elena Tokareva

Keyword(s):

Foreign Language ◽

Intercultural Communication ◽

Communication Skills ◽

Positive Impact ◽

Cross Cultural ◽

Cultural Communication ◽

Cross Cultural Communication ◽

Level Of Knowledge ◽

The Impact ◽

Quantitative And Qualitative Methods

In this paper we examine the development of students’ intercultural communication skills as a result of participation in the Erasmus Mobility Program. For the analysis both quantitative and qualitative methods are used. The results of survey show that students’ level of knowledge, skills and attitudes are much higher than before the program, especially in the skills category. According to the interview with students it can be concluded that students regard the experience of participating in the Erasmus Mobility program as positive primarily for learning a foreign language and developing cross-cultural communication skills. Thus it allows us to confirm the positive impact of Erasmus on intercultural communication skills of Russian students.

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Assessing Business Communication Assignments of English-as-Second-Language Students

Business Communication Quarterly ◽

10.1177/108056990206500203 ◽

2002 ◽

Vol 65 (2) ◽

pp. 30-42

Author(s):

Stephen D. Lewis ◽

Linda G. McGrew ◽

C. Nathan Adams

Keyword(s):

Second Language ◽

Communication Skills ◽

Geographic Location ◽

Teaching Experience ◽

Nationwide Survey ◽

Business Communication ◽

Written Communication ◽

Esl Students ◽

English As Second Language ◽

The Us

As the US population becomes more diverse, the enrollment of English-as-Second- Language (ESL) students in colleges and universities continues to expand. This diversity may sometimes lead to problems for business communication teachers who must assess the written communication skills of students who may not be fluent in English. To address these problems, we conducted a nationwide survey of business communication teachers, soliciting input on how ESL students' written communication skills were assessed. Respondents were asked to identify areas where their assessments of ESL students might differ from their assessments of stu dents whose first language was English. Comparisons were made based upon teachers' gender, age, number of years of teaching experience, and geographic location where they teach. Although some grading leniency was shown toward ESL students in specific areas, generally the respondents indicated that they do not assess business communication assignments any differently based upon the stu dents' primary language usage.

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