Graduation Year

2024

Document Type

Dissertation

Degree

Ph.D.

Degree Name

Doctor of Philosophy (Ph.D.)

Degree Granting Department

Language, Literacy, ED.D., Exceptional Education, and Physical Education

Major Professor

Sanghoon Park, Ph.D.

Committee Member

James Hatten, Ph.D.

Committee Member

Jennifer Wolgemuth, Ph.D.

Committee Member

Meghan Bratkovich, Ph.D.

Keywords

English as a lingua franca, English as Foreign Language (EFL), Intercultural Communicative Competence (ICC), Online Learning

Abstract

Societies are increasingly aware of the need to connect and communicate globally. Thus, navigating diverse cultural contexts becomes critical, which necessitates intercultural competence—the skill of effective communication and understanding across cultures. As the digital age reshapes our interactions, online learning platforms have emerged as dynamic spaces that foster intercultural engagement and competency development. The purpose of this study was to explore this engagement and development through online English language activities that enhance international students' intercultural communicative competence (ICC) and language learning experience. This qualitative study aimed to provide a comprehensive understanding of international students' experiences in online English language courses, focusing specifically on their ICC. The study sought to capture the narrative of students through their own perspectives by examining the activities students engaged in to develop their ICC; those activities they found most valuable; and their perceptions of how ICC contributed to their learning experiences. The study highlighted the significant value students place on interactive activities like collaborative projects and cultural exchange discussions for enhancing ICC. These activities were not only instrumental in improving language skills but also crucial for acquiring cultural insights and enhancing global communication competencies. Contrary to the common assumption that online environments might limit meaningful cultural interactions, the findings demonstrate that structured intercultural interactions and real-world simulation exercises can be highly effective in online settings. This suggests an important direction for online English language programs to incorporate structured, interactive components that facilitate deep cultural engagement and practical communication skills. The study's comprehensive analysis of how digital educational environments can be optimized for intercultural and linguistic advancement points to the need for programs that integrate these dynamic activities. Future research could widen the scope by including a more diverse group of learners, examining the long-term effects of these activities on students' professional and personal development, and aiming to provide a richer understanding of the sustained benefits of ICC in online education.

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