| 研究実績の概要 |
We conducted a study that sought to uncover the attitudinal factors impacting a group of 1st-year Japanese university students’ (n = 89) self-perceived intercultural competence (IC), prior to embarking on a 6-week US-based study-abroad program that centered on active learning as a pedagogical approach. Thematic analysis of the data revealed: 1) participants typically perceived their IC through either an individual lens and/or a collective lens (and whether they then aligned or differentiated themselves from their overall perception of Japanese IC), and 2) they adopted either a passive or proactive mindset towards their impending study-abroad experience. The overarching research objective for this qualitative study was: What can we learn from examining students’ self-perceived attitudes towards intercultural competence? To facilitate meeting this objective, the study adopted Deardorff's (2006) definition of IC; the ability to communicate effectively and appropriately in intercultural situations based on one's intercultural knowledge, skills, and attitudes” (p. 249). Results suggested that more intentional balancing of linguistic and intercultural content is needed to foster Japanese university students’ success in study-abroad environments. Several academic presentations were made at international conferences and a manuscript of this study was published in an international journal. A follow-up study using mixed-methods is currently being investigated.
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| 現在までの達成度 (区分) |
現在までの達成度 (区分)
2: おおむね順調に進展している
理由
In the first study (phase one) of this research project, we sought to uncover the attitudinal and self-efficacy factors impacting a group of 1st-year Japanese university students’ self-perceived intercultural competence (IC), prior to embarking on a 6-week US-based study-abroad program. Data were collected qualitatively through reaction reports following an interactive lecture-workshop that aimed to mirror the overseas academic classroom context. Findings from this study illustrated that attitude is a complex construct comprising a range of factors influencing how learners self-perceive their IC. This complexity was reflected in the participants’ degree of pre-study abroad IC self-awareness, the different lenses through which individuals perceived their own IC (collective and individual; aligned or differentiated) and the mindset complexity that shaped their pre-trip attitudes (proactive and passive; shallow or specific) in this study. The aim of this first phase was to then help to refine the selection of quantitative variables to be used in the latter phases of the study. We feel that this aim was achieved and we are confident that out selection of instruments will bear fruit in the next stage of this study. The results and findings from the first phase were disseminated via an international academic journal. In summary, this phase of the study went according to plans and was effective as a step towards selecting appropriate instruments in the next phase of the study.
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| 今後の研究の推進方策 |
The previous phase (phase one) of this study helped to inform the variables to be used in the second phase. Here a quantitative survey that utilizes variables within a Theory of Planned Behavior (TPB) framework will be formulated and tested. In the next phase of this study, quantitative data will be collected using the Ten-Item Personality Inventory; Japanese (TIPI-J) (Oshie, Abe, & Cutrone, 2012), the Global-Mindedness Scale (GMS) (Hett, 1993), the Self-Efficacy in Intercultural Communication (SEIC) scale (Kabir & Sponseller, 2020), and a normative beliefs scale (to be added by the researcher), the International Posture Scale (IPS) (Yashima, 2002; 2009), the Personal Growth Initiative Scale II (PGIS II) (Robitschek et al., 2012), and an actual behavior scale (to be designed by the researcher). These instruments are to be used in a pre/post/post-post test design as follows: 1) immediately preceding, 2) immediately following, and 3) 6 months after the STSA program. This proposed study will use experimental/control groups in a pre/post/post-post design (N = 200) involving a short-term study-abroad program treatment effect. More concretely, the purpose of this study is to examine the predictive relationship between personality traits on behavioral intent (IP) and actual ICC behavior as mediated by attitudinal and self-efficacy variables within a Theory of Planned Behavior (TPB) framework.
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