Instructional Design Implications for International Graduate Students: Perceptions on Intercultural Communicative Competences and Socially Engaged Learning
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The purpose of this study is to perceptions of international graduate students on intercultural communicative competence (ICC) and ID strategies for socially engaged learning (SEL). As an internal condition, ICC is a quality for those who enter a second language and culture. As an external condition, SEL includes recommended learning and instructional strategies for the students. SEL was derived from the review of existing and well-known social theories of learning. As a case study in a large university in the U.S., this study investigated perceptions on ICC and SEL with a sample of 208 non-native English speaking international graduate students coming from China, India, South Korea, and other diverse countries. Results of quantitative analysis showed that these students with different background characteristics, academic disciplines, cultural origins, and previous experiences perceived a moderately high level of ICC and generally had positive views on SEL strategies for socially engaged learning. Significantly different perceptions among sub-factors of ICC level and SEL framework across their backgrounds suggest that the instructional designers need to better understand students’ different intercultural competencies, to build a bridge in applying between generally-accepted versus culturally-specific instructional design principles, and finally to help students prepare their socially engaged learning successfully.
Abstract
The purpose of this study is to perceptions of international graduate students on intercultural communicative competence (ICC) and ID strategies for socially engaged learning (SEL). As an internal condition, ICC is a quality for those who enter a second language and culture. As an external condition, SEL includes recommended learning and instructional strategies for the students. SEL was derived from the review of existing and well-known social theories of learning. As a case study in a large university in the U.S., this study investigated perceptions on ICC and SEL with a sample of 208 non-native English speaking international graduate students coming from China, India, South Korea, and other diverse countries. Results of quantitative analysis showed that these students with different background characteristics, academic disciplines, cultural origins, and previous experiences perceived a moderately high level of ICC and generally had positive views on SEL strategies for socially engaged learning. Significantly different perceptions among sub-factors of ICC level and SEL framework across their backgrounds suggest that the instructional designers need to better understand students’ different intercultural competencies, to build a bridge in applying between generally-accepted versus culturally-specific instructional design principles, and finally to help students prepare their socially engaged learning successfully.
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