Abstract
This study examines how students at postgraduate level learned to develop their intercultural effectiveness. Intercultural effectiveness was assessed using the Intercultural Effectiveness Scale (IES), which measured three core attributes: (1) continual learning, (2) interpersonal engagement, and (3) hardiness. Self-reflections by students documented what and how they learned. Findings show a correlation between continual learning and how students plan to develop their intercultural effectiveness. Findings also suggest that there is learning diversity among students. Theoretical and practical implications on curriculum and instruction are discussed.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Education and Learning in a World of Difference
KEYWORDS
Learner diversity, Language and learning diversity, Curriculum and instruction
Digital Media
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