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Building Intercultural Bridges: Chinese EFL Learners' Intercultural Communicative Competence through Telecollaboration with Colombian Peers

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Title: Building Intercultural Bridges: Chinese EFL Learners' Intercultural Communicative Competence through Telecollaboration with Colombian Peers
Language: English
Authors: Yan Qilin, Omer Hassan Ali Mahfoodh (ORCID 0000-0003-1316-9211), Paula Andrea Pérez Rubiano
Source: SAGE Open. 2025 15(4).
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Asians, Latin Americans, College Students, Computer Mediated Communication, Teleconferencing, English (Second Language), Second Language Learning, Intercultural Communication, Multicultural Education, Interpersonal Competence, Spanish Speaking, Mandarin Chinese, Intercultural Programs
Geographic Terms: China, Colombia
DOI: 10.1177/21582440251403241
ISSN: 2158-2440
Abstract: While telecollaborative initiatives have flourished in promoting intercultural communicative competence (ICC) across Asian higher education, the lack of sustained Asia-Latin America partnerships reveals a significant gap in global intercultural education. Addressing this gap, the present study examined the impact of a 9-week telecollaborative program with Colombian peers on Chinese mainland students' ICC development. A mixed-methods design was adopted, combining quantitative data from a questionnaire, analyzed using paired samples t-test and ANCOVA in SPSS, and qualitative data from focus group interviews, analyzed thematically in ATLAS.ti. A total of 65 participants were divided into an experimental group (n = 32) and a control group (n = 33). Results showed that, compared with the control group, the experimental group achieved significantly greater ICC improvement (p [less than or equal to] 0.001), particularly in the skills and awareness dimensions. However, ANCOVA results revealed no significant difference in the knowledge-self dimension between groups, likely because Chinese mainland students were already accustomed to political education and had previously developed relatively high levels of knowledge-self before the intervention. Interview data further highlighted key benefits of telecollaboration: (a) significant growth in cultural, linguistic, and digital aspects, and (b) stronger bonds through a shared EFL identity. These findings make two key contributions. Theoretically, they extend intercultural communicative competence research by highlighting Asia-Latin America telecollaboration as an effective context for fostering holistic ICC through reciprocal peer interaction. Practically, the study offers guidance for designing English-as-a-lingua-franca-based telecollaborative programs that combine linguistic simplicity with intercultural depth.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495801
Database: ERIC
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  Data: Building Intercultural Bridges: Chinese EFL Learners' Intercultural Communicative Competence through Telecollaboration with Colombian Peers
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  Data: <searchLink fieldCode="AR" term="%22Yan+Qilin%22">Yan Qilin</searchLink><br /><searchLink fieldCode="AR" term="%22Omer+Hassan+Ali+Mahfoodh%22">Omer Hassan Ali Mahfoodh</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1316-9211">0000-0003-1316-9211</externalLink>)<br /><searchLink fieldCode="AR" term="%22Paula+Andrea+Pérez+Rubiano%22">Paula Andrea Pérez Rubiano</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22SAGE+Open%22"><i>SAGE Open</i></searchLink>. 2025 15(4).
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 18
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  Data: 2025
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Asians%22">Asians</searchLink><br /><searchLink fieldCode="DE" term="%22Latin+Americans%22">Latin Americans</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Teleconferencing%22">Teleconferencing</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Intercultural+Communication%22">Intercultural Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Multicultural+Education%22">Multicultural Education</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish+Speaking%22">Spanish Speaking</searchLink><br /><searchLink fieldCode="DE" term="%22Mandarin+Chinese%22">Mandarin Chinese</searchLink><br /><searchLink fieldCode="DE" term="%22Intercultural+Programs%22">Intercultural Programs</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink><br /><searchLink fieldCode="DE" term="%22Colombia%22">Colombia</searchLink>
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  Data: 10.1177/21582440251403241
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  Data: 2158-2440
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  Label: Abstract
  Group: Ab
  Data: While telecollaborative initiatives have flourished in promoting intercultural communicative competence (ICC) across Asian higher education, the lack of sustained Asia-Latin America partnerships reveals a significant gap in global intercultural education. Addressing this gap, the present study examined the impact of a 9-week telecollaborative program with Colombian peers on Chinese mainland students' ICC development. A mixed-methods design was adopted, combining quantitative data from a questionnaire, analyzed using paired samples t-test and ANCOVA in SPSS, and qualitative data from focus group interviews, analyzed thematically in ATLAS.ti. A total of 65 participants were divided into an experimental group (n = 32) and a control group (n = 33). Results showed that, compared with the control group, the experimental group achieved significantly greater ICC improvement (p [less than or equal to] 0.001), particularly in the skills and awareness dimensions. However, ANCOVA results revealed no significant difference in the knowledge-self dimension between groups, likely because Chinese mainland students were already accustomed to political education and had previously developed relatively high levels of knowledge-self before the intervention. Interview data further highlighted key benefits of telecollaboration: (a) significant growth in cultural, linguistic, and digital aspects, and (b) stronger bonds through a shared EFL identity. These findings make two key contributions. Theoretically, they extend intercultural communicative competence research by highlighting Asia-Latin America telecollaboration as an effective context for fostering holistic ICC through reciprocal peer interaction. Practically, the study offers guidance for designing English-as-a-lingua-franca-based telecollaborative programs that combine linguistic simplicity with intercultural depth.
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  Data: 2026
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  Data: EJ1495801
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      – TitleFull: Building Intercultural Bridges: Chinese EFL Learners' Intercultural Communicative Competence through Telecollaboration with Colombian Peers
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