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 |
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| Language: | English |
| Authors: | Yan Qilin, Omer Hassan Ali Mahfoodh (ORCID |
| 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 |
| 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. |
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| ISSN: | 2158-2440 |
| DOI: | 10.1177/21582440251403241 |
