Growing intercultural speakers in novice Italian: A virtual versus face‐to‐face comparison

• Published in: Foreign language annals Vol. 57; no. 1; pp. 109 - 136
• Main Authors: Stahl, Aletha, Babic Williams, Tatjana, Jin, Lan, Koch, Jane
• Format: Journal Article
• Language: English
• Published: Alexandria American Council on the Teaching of Foreign Languages 01.03.2024
• Subjects: Attitudes; Classrooms; College students; Computer assisted language learning; Course Content; COVID-19; Culture; Curricula; Distance learning; Educational Environment; Educational objectives; first‐year/novice language learning; Higher education; implementation and assessment; intercultural awareness and competence; Italian; Italian as a second language; Italian language; Knowledge; Language; Learning activities; Learning management systems; Learning outcomes; Learning Processes; Lifelong Learning; Linguistics; outcomes assessment; postsecondary/higher education; program design; Second language instruction; Second language learning; Teaching; Teaching Methods; Undergraduate education; Undergraduate Study; Europe
• ISSN: 0015-718X; 1944-9720
• DOI: 10.1111/flan.12736

Intercultural competence (IC) has been identified as a crucial outcome of world language education. The purpose of the study is to compare possible differences in IC development between face‐to‐face and asynchronous virtual modes of delivery that were taken as emergency measures early in the COVID‐19 pandemic for a beginning Italian course with 18‐ to 22‐year‐old students. The American Association of Colleges & Universities Intercultural Knowledge and Competence Valid Assessment of Learning in Undergraduate Education Rubric serves as a theoretical framework to determine learning outcomes and guide qualitative assessment. Applying a mixed‐methods approach, the study collects quantitative data using the Intercultural Knowledge and Competence Short Scale and qualitative data from student reflection assignments for both face‐to‐face (2019) and asynchronous virtual (2020) courses. A comparison of IC development between the two cohorts shows similar achievement of intercultural learning in both modes. Implications for IC development in language classrooms are discussed. The Challenge Intercultural competence (IC) is an essential 21st‐century skill that should feature as a learning outcome in world language classrooms. How can the attitudes, knowledge, and behaviors of IC be successfully developed and assessed at the novice level? Are there differences in IC gains in a face‐to‐face versus asynchronous virtual learning context?