Effects of Learner Variables on Chinese Bilingual Undergraduates’ Intercultural Sensitivity and Effectiveness

This study investigated the effects of learner variables on Chinese bilingual undergraduates’ intercultural sensitivity and effectiveness. A total of 439 students from different universities answered a battery of questionnaires. Major findings were: (a) the participants reported a moderate to high l...

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Bibliographic Details
Published inEducation sciences Vol. 12; no. 12; p. 873
Main Author Liu, Meihua
Format Journal Article
LanguageEnglish
Published Basel MDPI AG 01.12.2022
Subjects
Analysis
Behavior
Bilingualism
Business English
College Students
Confidence
Cultural differences
Culture
Ethnocentrism
Flexibility
Global Approach
Higher education
Intercultural communication
intercultural effectiveness
intercultural sensitivity
International Education
Interpersonal Competence
Language
learner variable
Literature Reviews
Multiculturalism & pluralism
Multilingualism
Nurses
Outcomes of Education
path model
Physicians
Pretests Posttests
Self Efficacy
Student Motivation
Study abroad
Thai
Turkic Languages
Turkish language
Undergraduate Students
University students
World Views
United Kingdom
China
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Summary:This study investigated the effects of learner variables on Chinese bilingual undergraduates’ intercultural sensitivity and effectiveness. A total of 439 students from different universities answered a battery of questionnaires. Major findings were: (a) the participants reported a moderate to high level of intercultural sensitivity and a moderate level of intercultural effectiveness; (b) no significant gender difference occurred in intercultural sensitivity and effectiveness, except for Interaction Engagement and Respect for Cultural Differences; (c) intercultural sensitivity and effectiveness were significantly positively related to and predicted each other; (d) confidence in learning English, self-efficacy in learning English and English classroom anxiety significantly predicted students’ intercultural sensitivity; and (e) English classroom anxiety, English learning motivation, and self-efficacy in learning English significantly predicted students’ intercultural effectiveness. Based on these findings, a path model was constructed which explains the relations among affect, intercultural communication sensitivity, effectiveness and competence.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci12120873