The Intercultural Experiences of Vietnamese Students in Taiwan: A Transformative Learning Analysis of Written Reflections
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| Title: | The Intercultural Experiences of Vietnamese Students in Taiwan: A Transformative Learning Analysis of Written Reflections |
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| Language: | English |
| Authors: | Nguyen-B.-Ngoc Jade (ORCID |
| Source: | Journal of International Students. 2026 16(2):45-68. |
| Availability: | Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jis@ojed.org; Web site: https://www.ojed.org/index.php/jis/index |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Foreign Students, Study Abroad, Cultural Awareness, Student Experience, Intercultural Communication, Reflection, Writing (Composition), Transformative Learning, Cultural Differences, Stereotypes, Empathy, Experiential Learning, Curriculum Design, Higher Education, College Students |
| Geographic Terms: | Vietnam, Taiwan |
| ISSN: | 2162-3104 2166-3750 |
| Abstract: | This study explores the intercultural experiences of four Vietnamese students in a Taiwanese intercultural communication course over 15 weeks of self-reflective writing. Guided by Mezirow's transformative learning theory, this analysis examines how these students navigate cultural differences, make sense of stereotypes, and reconstruct their identities. Qualitative analysis reveals disorienting dilemmas, critical reflection, and shifts in perspective that deepen cultural awareness and empathy. Self-reflective writing has emerged as a crucial tool for expressing and connecting classroom discussions with personal experiences. The findings highlight the importance of experiential learning and reflection in promoting intercultural sensitivity, offering valuable insights for curriculum design in global education settings. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495338 |
| Database: | ERIC |
| Abstract: | This study explores the intercultural experiences of four Vietnamese students in a Taiwanese intercultural communication course over 15 weeks of self-reflective writing. Guided by Mezirow's transformative learning theory, this analysis examines how these students navigate cultural differences, make sense of stereotypes, and reconstruct their identities. Qualitative analysis reveals disorienting dilemmas, critical reflection, and shifts in perspective that deepen cultural awareness and empathy. Self-reflective writing has emerged as a crucial tool for expressing and connecting classroom discussions with personal experiences. The findings highlight the importance of experiential learning and reflection in promoting intercultural sensitivity, offering valuable insights for curriculum design in global education settings. |
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| ISSN: | 2162-3104 2166-3750 |
