what can we learn from students’ written reflections in an intercultural communication theoretical course?

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This analysis also attempts to discover the effectiveness of reflective writing in an IC theoretical course at the investigated institution, thereby proposing some recommendations to the reflection pedagogy currently employed at the university.

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VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 4 (2021) 55 WHAT CAN WE LEARN FROM STUDENTS’ WRITTEN REFLECTIONS IN AN INTERCULTURAL COMMUNICATION THEORETICAL COURSE? Vu Thi Hoang Mai* Faculty of Linguistics & Culture of English Speaking Countries, VNU University of Languages and International Studies, Pham Van Dong, Cau Giay, Hanoi, Vietnam Received 23 March 2021 Revised 22 June 2021; Accepted 15 July 2021 Abstract: The implementation of intercultural communication (IC) courses has been excitedly scrutinized particularly in multicultural education and training environments. However, little has been talked about such courses as a compulsory theoretical subject at tertiary institutions, especially where communicating across cultures is not a mandatory daily practice. Inspired by the researched merits of reflective thinking, this paper investigates what a lecturer of such a course can learn from her students' assigned written reflections. The analysis, both quantitative and qualitative, of the reflections of eight classes of third year students at a language education university in Hanoi throughout an IC theoretical course has revealed informative implications with respect to: (1) the students' interest and critical thinking in particular issues and/or frameworks in IC; (2) the students' self-regulation in studying such a theoretical subject; (3) the students' reflection levels and their conceptualization of the knowledge and their own learning. This analysis also attempts to discover the effectiveness of reflective writing in an IC theoretical course at the investigated institution, thereby proposing some recommendations to the reflection pedagogy currently employed at the university. Keywords: reflective thinking, reflective writing, self-regulated learning, intercultural communication, theoretical course 1. Introduction* international formal education curricula and in-service training program but also taken The advent of leading-edge place in both theoretical formats and technology has been promoting and practical communicative skill building optimizing communication across cultures programs. The IC theoretical courses, whose to the point that intercultural communication alternative names might be Issues in (or IC) has become an inevitable and more- international communication, Cultural exciting-than-ever human daily activity. interactions in an independent world or the This globalized phenomenon calls for such like, for instance, is present in prestigious significant attention that intercultural universities worldwide for both communication competence (or ICC) has undergraduates and postgraduates, such as become a must in almost every walk of life. University of Washington1 in the US, the As a result, the discussions of IC have become not only a key concern in * 1 Corresponding author. www.jsis.washington.edu/programs/undergraduate Email address: hoangmai2308@gmail.com /international-studies/#major https://doi.org/10.25073/2525-2445/vnufs.4650
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 4 (2021) 56 University of Auckland2 in New Zealand, Yusoff, 2014; Gray, Connolly, & Brown, Nottingham Trent University3 in the UK, the 2019; Holmes & O’Neill, 2012; Koester & University of Hong Kong4, and National Lustig, 2015; Lieberman & Gamst, 2015; University of Singapore5 to name a few. In Peng & Wu, 2016, 2019; Valeev & terms of theoretical texts on cultural and Kondrat’eva, 2015; Zhang & Zhou, 2019), intercultural communication concepts, and the degree of necessity of ICC (e.g., numerous well-known scholars, for example Dănescu, 2015; Ihtiyar & Ahmad, 2014). In Baldwin et al. (2014), Lustig and Koester the meantime, very little literature can be (2010), Jackson (2014), Zhu (2014), have found on the conduct of IC as an official published their works to either “present theoretical subject at tertiary institutions, simple explanations of things for the student especially in such contexts where IC is new to cultural issues” (Baldwin et al., 2014, virtually not a mandatory daily practice in p. xii) or elucidate the way intercultural every domain as Vietnam. communication takes place daily, how The IC theoretical course launched at appropriateness and effectiveness are the surveyed university caters for the third obtained in such interactions, the importance and fourth year students whose English of as well as research approaches to studying language proficiency is at level B2 or C1 in language and culture altogether (Zhu, 2014, the CEFR. This course is intended to p. i), and even look at intercultural promote students’ thinking and reasoning communication from an interdisciplinary capacity via introducing basic concepts and approach like Nguyen P. M. (2017). More processes of cross-cultural and intercultural practical are such compilations like Apadaile communication. It offers various and Schill’s (2008) “Critical incidents for opportunities for students to acquire an intercultural communication: An interactive informed understanding and hence an tool for developing awareness, appreciation of the dynamics of culture, the knowledge, and skills” which serves as “a diversity of values and perceptions of ready-to-use curricular and training guide peoples from different cultures and even that will allow” educators and service from the same culture that give meaning to provider “to introduce the concepts of people’s lives and drive their actions and cultural competence in behaviours. This understanding will help their learning settings” (p. 3), or “52 them to reflect on personal values and activities for improving cross-cultural practices, and to draw implications for their communication” by Stringer and Cassiday intercultural communication and (2009) for adult learners in “corporate or intercultural understanding and appreciation educational environments throughout the of the cultural similarities and differences. world” (p. xii). Besides, the course is also designed to The omnipresence of IC discussions introduce a critical perspective of results in a rich research body in terms of the intercultural communication, from which, tools and techniques of communication (e.g., students engage as responsible citizens in Bazgan & Norel, 2013; Dalib, Harun & critical dialogues that help understand not 2 4 www.auckland.ac.nz/en/study/study-options/find- a-study-option/transnational-cultures-and-creative- www.english.hku.hk/course/ENGL7105#Course_ practice/undergraduate.html Contents_and_Topics 3 5 www.ntu.ac.uk/course/arts-and-humanities/ug/ba- https://fass.nus.edu.sg/cnm/undergraduate-minor- hons-communication-and-society-and-global- cultural-studies/ studies
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 4 (2021) 57 only themselves better but also the needs of 2. Study Objectives others, of the community and the world at large. As individuals, students are hoped to The current paper aims to uncover be empowered with more knowledge of the pedagogical implications that a lecturer cultures to make their own personal choice. of an IC theoretical course can derive from The course includes both lectures and in- her students’ written reflections. class tutorials, employing discussion of Specifically, it intends to answer the readings, students’ presentations, films and following questions: documentary, and case analysis. In terms of a. What theoretical topics in the IC assessments, this course requires the course are most interested to the students to submit three written reflections participants? on their favorite or pondering topics or/and b. How do the participants concepts, a group project, and a final essay conceptualize the lectured concepts? assignment which respectively account for c. Is the current use of the written 10%, 30% and 60% of their grades. To avoid reflections as effective as expected? the students’ overloaded work towards the The results of the study are hoped to semester end, their reflections were provide me as a researcher with insights into collected in weeks five, nine and thirteen of these students’ learning process during the the semester. course, and at the same time to assist me as As a lecturer of IC courses at my a teacher to better understand my students, university and a used-to-be overseas student thereby making appropriate adjustments to with intercultural communication my teaching practice. Moreover, the answers experiences, I believe that IC, by nature, is a to the research question are also hoped to process in which interlocutors unceasingly generate some useful recommendations as to learn from self and others’ intercultural the use of reflective writing in such theoretical courses as well as for further experiences, both success and failure, to studies on relevant topics. come into terms with ethno-culturally different people’s ideologies, thereby being 3. Theoretical Backgrounds: Reflective able to empower themselves as global Thinking and Writing communicators as well as sustain peace and Learner reflection has also rendered harmony. Accordingly, ICC in my opinion a rich body of research as to the tendency of should be considered as dynamic and learner reflective thinking tendency (e.g., iterative rather than accomplished and Şahin & Óvez, 2012) as well as various closed; therefore, I maintain that it is much effects of using reflections to assess and more significant to look at the formative enhance learning outcomes (e.g., Burner, process of receiving, considering, analyzing 2014; Romova & Andrew, 2011; YuekMing and internalizing ideas, concepts and & Manaf, 2014), learners’ motivation and practices provided by courses of IC rather autonomy (e.g., Alexiou & Paraskeva, 2010; than the results of the learners’ summative Burdina, 2013; Yastibas & Yastibas, 2015), tests. Encouraged by this belief, this paper learners’ critical thinking (e.g., Cargas, chooses to investigate the written reflections Williams & Rosenberg, 2017; Carter, of the attendants of an IC course at the Creedy & Sidebotham, 2017; Tuncer & Ozeren, 2012), and faculty professional examined university to uncover these development (e.g., Allan & Driscoll, 2014; students’ responses to and during the course. Donohoe, 2015) to name a few.
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 4 (2021) 58 According to Dewey (1991), as cited Using reflective writing, learners can in Şahin and Óvez (2012, p. 569), reflection dig deep into their knowledge either refers to an active and thoughtful process of deliberatively or dialectically. Deliberative analyzing any belief or knowledge that helps reflection refers to how learners’ knowledge people conclude or make decisions. of an issue can guide their practice; whereas, Likewise, Boud and Walker (1985) also dialectical reflection is more idiosyncratic as emphasize the significance of reflection as the student’s experience is transformed and an effective ability that assists people to reconstructed based on their personal “recapture their experience, think about it, knowledge of the topic (Valli, 1993). In both mull it over, and evaluate it” (as cited in forms of reflection lies the theories of the YuekMing & Manaf, 2014, p. 974). So focused issue as the learner has to read about important and effective is the ability to or listen to the relevant scholarship, which reflect that it is deemed to be able to record makes their reflective writing activity an learners’ conceptualizations of unseen integrated one. Knoch and Sitajalabhorn understandings and experiences. Moreover, (2013) define integrated writing tasks as through the process of reflecting, learners’ those that go through six steps, including: assumptions of prior knowledge are (1) original text analysis, (2) ideas selection, contextualized and critically reasoned in the (3) ideas synthesis, (4) paraphrasing, light of the new knowledge. YuekMing and (5) ideas organizing, and (6) application of Manaf (2014) therefore believe that those cohesion, coherence and source learners required to reflect on the knowledge acknowledgement. “are more likely to remember it and use that Such reflective compositions are knowledge later” (p. 974). LaBoskey (1993) deemed to be able to evaluate learners’ goes on to contend that reflection also leads outcomes and critical thinking (Yuekming & to changes in one’s belief, attitude, value and Manaf, 2014) as well as autonomous emotion. learning (Burner, 2014). In order to analyze Maclean (1987, as cited in these writing pieces, Valli (1003) suggested Andrusyszyn & Davie, 1997) maintains that two main approaches, namely, the reflection can either happen naturally in sociological approach and the psychological daily practice or be built through approach (Henderson, Napan & Monteiro, 2004, p. 359). While the former considers discussions, journals, reading and self- the proof of learners’ internalization of assessment exercises. Among these tools, knowledge the most important evidence of journal writing has been extensively reflectivity, the latter emphasizes the employed thanks to its capacity to “promote learner’s writing style. In another fashion, growth, help reconcile the personal with the LaBoskey (1993) proposes that those written professional self, and document the writer’s reflections can be examined as to either the growth, development and transformation” focus or the level of reflection. (Henderson, Napan & Monteiro, 2004, p. 358). It is also believed that reflective Researchers such as Van (1977), writing helps further improve learning Mezirow (1997), Henderson, Napan, and outcome assessment and faculty Monteiro (2004), Jacobs and Murray (2010) professional development (Allan & Driscoll, have come up with various models of 2014) as well as learners’ thinking, reflective thinking levels, ranging communication skills while assisting them respectively from a three-level model to a to immerse themselves into the discipline’s six-level one. Although segmented into different numbers of levels with diverse community (Yuekming & Manaf, 2014). labels, these frameworks all share three basic
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 4 (2021) 59 stages of reflective thinking, namely, reflected issues. Since there were papers that unexamined technical reception of were identified to commit plagiarism or be knowledge, reflection in practice and critical hastily composed minutes before the reflection on action. However, this current submission deadlines and thus were study specifically employs the five-level discarded, there were 291 papers qualified model of reflection by Henderson, Napan, for analysis. and Monteiro (2004), which consists of 4.2. Data Analysis reporting, responding, relating, reasoning, and reconstructing. This model, which is 4.2.1. Analysis Frameworks most attached to the practice of reflective Inspired by the reviewed literature on writing, can help explore how deep the reflective writing, these dialectical student has worked with an issue. reflections were analyzed both 4. Methodology quantitatively and qualitatively using mainly a mixed framework of Zimmerman’s self- 4.1. Participants and Data Collection regulation in learning (2000, p. 14), The data used in this study integrated writing strategies (Knoch & comprised the written reflections provided Sitajalabhorn, 2013) and the five-level model by the third-year students from eight classes of reflection (Henderson, Napan & of the examined university. At the beginning Monteiro, 2004). of the course, the students had been provided Self-regulated learning, including with common guiding questions for the three reflections which were submitted in weeks 5, three phases of forethought, performance 9 and 13. The rubrics asked the students to and self-reflection, refers to learners’ own discuss the issues of their own interest or planned and repeatedly adjusted thinking, concern, as to their evaluation of the novelty motivations and behaviors to achieve their of the theories, their effects on the students’ learning goals (Zimmerman, 2000, p. 14). perspectives, and the potential application of The forethought phase is characterized with the theories into their daily as well as motivation, self-efficacy, goal setting and intercultural communication. Since one of learning plans. In the performance phase, the goals of the course is to arm the learners learners need to control their attention, keep with research skills in theoretical disciplines, records of learning notes, tests and texts, and scientific fidelity is emphasized in the closely monitor their tasks. The final phase requirements of the reflections. As a result, the reflections require appropriate of self-reflection is marked with learners’ acknowledgement of sources and APA comparing performance with a goal and citations. These writings were then returned evaluating their results. However, this to the students in weeks 6, 10 and 14 with current paper only focuses on the grading results and the lecturer’s feedback in participants’ written reflections per se rather terms of the development of reflective than the whole process of writing. Therefore, writing and skills, ideas organization, critical the participants’ forethought and self- thinking and source acknowledgement. evaluation phase in their self-regulation was The researcher had asked the not included in this study. students for ethical approval of using their Knoch and Sitajalabhorn’s (2013) writings for this study. After being collected, definition of integrated writing task can help the students’ papers were then classified discover whether the students understand based on the sequence of submission and
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 4 (2021) 60 thoroughly what genre to write, what or afterwards. These indicators might be materials to read or consult before writing, used as snippets of evidence of self- what organizational structure to use in their regulation. The analysis of the students’ self- reflections, how to transform the language regulated learning was based on the used in the source text, and how to following adapted framework of Knoch and acknowledge the original ideas inside of text Sitajalabhorn’s (2013). Table 1 Integrated Writing Strategies for Written Reflection (Adapted from Knoch & Sitajalabhorn’s definition of integrated writing tasks, 2013) Integrated Writing Strategies Evidence 1 Mining the source text for The student identifies in the requisite readings or extensive ideas sources the location and origin of the reflected theories/ideas /concepts. She/he provides a brief review of the relevant literature. 2 Selecting ideas The student cites or gives comments on other people’s ideas, compares and contrasts between chosen ideas. The selected ideas indicate a sequence of reasoning and unite in a single relevant topic. 3 Synthesizing ideas from one The student makes connections between ideas, critically or more source texts analyzes the literature and its relevance to reality. She/he can identify the significance of the theories/concepts and reach satisfactory conclusions. 4 Transforming the language The student provides a sufficient summary of the reading used in the input contents and/or appropriately paraphrases others’ ideas. 5 Organizing ideas The student logically arranges sequences of information and ideas, showing clear progression throughout the reflection. She/he presents a clear central topic within a paragraph or evident cohesion in her/his writing. 6 Using stylistic conventions Punctuation, cohesive and coherent devices are used properly. such as connecting ideas and APA style is utilized accurately to acknowledge the sources. acknowledging sources Besides, the model of reflection level relevant experience, make connections with by Henderson, Napan, and Monteiro (2004) other situations, evaluate how it fits with the can examine how deep a student works with theories, how practical the theories deem to an issue as well as how his/her “continual be, and then synthesize all ideas to modify or self-awareness of the situation and the refine future communication (Henderson, learning” develops throughout three Napan & Monteiro, 2004). Following this reflections. The students’ critical thinking model, each reflection was given 1 more capacity could also be investigated regarding point for each level reached. the ability to report and logically analyze the
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 4 (2021) 61 Table 2 Five Levels of Reflection (Adapted from Henderson, Napan & Monteiro’s model of reflection level, 2004) Level of Evidence Grade Reflection Level 1 – The student describes, reports or retells with minimum transformation 1/5 Reporting and no added observations or insights. Level 2 – The student uses source data in some way, but with little 2/5 Responding transformation or conceptualization. Level 3 – The student identifies aspects of the data which have personal 3/5 Relating meaning or which connect with their prior or current experience. The student gives a superficial explanation of the reason why something has happened or identifies something that they need or plan to do, or change. Level 4 – The student integrates the data into an appropriate relationship 4/5 Reasoning involving a high level of transformation and conceptualization and seeks deep understanding of why something has happened, exploring the relationship of theory and practice in some depth. Level 5 - The student displays a high level of abstract thinking to generalize and 5/5 Reconstructing / or apply learning. The student draws original conclusions from their reflections, generalizes from their experience, extracts general principles, formulates a personal theory, or takes a position on an issue. The student extracts and internalizes the personal significance of their learning and/or plans their own further learning on the basis of their reflections. 4.2.2. Analysis tools 5. Findings and Discussion Regarding the quantitative data, the analysis followed simple calculation and The analysis of 291 written ranking procedures of reflections which had reflections of the attendants of the the same topic or discussed similar issues. aforementioned IC theoretical course All the investigated writings started with the revealed interesting information regarding participants’ statements of their favourite or the participants’ learning interests, their self- concerned issues, which allowed me to regulated learning, as well as their reflection categorize and rank their learning interests. level and conceptualization of the learned As to the qualitative data, the content issues. and thematic analyses of the students’ 5.1. Participants’ Learning Interests reflections were employed in this study to The results showed that six out of ten obtain more understanding with respect to main lectures of theories were chosen for the students’ responses to the lessons and reflection with the ranking of favorite issues any other learning issues during the course. as follow: The surveyed reflections were encoded following the incorporated frameworks mentioned above.
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 4 (2021) 62 Table 3 Participants’ Interested Issues/Concepts Ranking Interested issues/concepts Number of reflections 1 Actions, ethics and research 89 2 Identity (social identity, ideology, politics of identity) 53 Global media & intercultural communication 3 45 (representations, social dramas) 4 Cultural patterns (cultural values) 38 5 Cultural biases (stereotypes, discrimination) 32 6 Cultural taxonomies (Hall’s high & low context cultures) 21 7 Other issues & group presentations 13 Total 291 The lecture of Action, ethics and own communicative experiences (e.g., research with ethics being the central students 1, 2, 24, 38, 47, 78, 92) or concept was reflected by the most students, relationships with friends and/or families many of whom shared that it is eye-opening (e.g., students 4, 9, 66, 97). 43 participants because before the lesson, they “thought also shared similar positive responses to the morality and ethics were the same because lecturer’s narratives of her own identity they are similarly translated in English- development, discrimination experiences or Vietnamese dictionaries” (e.g., student 3). her own analysis of cultural values through The elaboration on ethics in interpersonal cultural artefacts. According to these and intercultural communication was students, although the facts and stories perceived as useful and influential because it exemplified in their course books were provided information that went beyond or interesting and informative, the lecturer’s even against what the students had learnt narratives accompanied with step-by-step before. These participants acknowledged analysis and association with the theoretical that the way they looked at good deeds or concepts were “more authentic” (e.g., charity had been challenged in the session student 15, 29), “insightful” (e.g., students and it “will never be the same anymore” 23, 40) and made the lessons “more fun” (e.g., student 85). Some admitted that their (e.g., students 1, 11, 15, 26, 83, 96) as well own “traditional moral values may be as “approachable” (e.g., students 3, 22, 34, inappropriate” (e.g., student 17) in various 50). communication encounters across cultures. Global media and intercultural Identity, Cultural patterns, Cultural communication was the third most appealing biases and Cultural taxonomies came lesson for providing the students with second, fourth, fifth and sixth respectively in information they “had never known or cared the list of the most favorite lectures because about” (e.g., student 66). Although exposed most of the writers found themselves “ in to various genres of media, few students concept-related stories” (e.g., student 59). were aware of or had motivation to explore In their reflections, many of the students media-culture related issues, such as the clarified their understanding of identity, agenda-setting function of media, the effects ideology, cultural values, stereotypes and of global media on intercultural discrimination through examples of their communication like framing social
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 4 (2021) 63 acceptability and understanding about mentioned in the reflections instead of being difference, free expression and analyzed or evaluated. Notably, lecture notes representational absence (e.g., student 74, and examples from the course books or the 83, 89). Armed with the maxims of Grice’s lecturer were selected for the compositions (1975) cooperative principles in a previous of all participants, only one fifth of whom lesson, the students believed that the theories brought up examples or experiences of their provided in the lesson of global media and own. Moreover, there were very few signs of intercultural communication could help systematic selection of ideas to show a them “filter the information transmitted sequence of reasoning, comparison or better” and “join the conversations with contrast. Regarding ideas synthesis, only more caution and deliberation” (e.g., two students made connection between students 23, 48). ideas, critically analyzing the literature and It could be concluded that the its relevance to reality. They could identify theoretical IC lessons which appealed to the the significance of the theories/concepts and students most were those that could either reach satisfactory and idiosyncratic challenge the students’ existing perspectives conclusions. For example, after reflecting on and values, vividly reflect their daily the lesson of cultural biases, student 23 practices, or provide them with insightful concluded that “stereotyping [was] not bad analyses on frequently neglected issues. itself. It [was] the way how people use Additionally, the students showed more stereotypes to judge others that lead to interest in the lessons in which the theories negative effects. Thus each person should are elaborated on by the lecturer’s own wisely take advantage of them to be well- experiences with witticisms. In the face of an prepared in the dynamic community.” Or eclectic syllabus of IC which entitles the when commenting on the question of “Who responsible lecturers to decide what contents am I?” in the lecture of identity and to lecture like that in my faculty, these analyzing the correlation between identity, results could very well function as a power and fame, student 40 remarked that it reference for a most welcomed agenda by “[was] not just as simple as it used to be. It prospective learners of the subject. [was] beyond the meaning of a name […] Identity could also be a double edged sword: 5.2. Participants’ Self-Regulated Learning it can give one power or take away his life.” Based on the integrated writing Last but not least, although the reflections strategies for written reflections adapted were composed following the basic format from Knoch and Sitajalabhorn’s definition of English essays and ideas are paraphrased, of integrated writing tasks (2013), the there was no appropriate acknowledgement analysis of the data revealed that the of the source texts. Importantly, despite participants were not highly self-regulated in receiving the lecturer’s feedback on a studying this theoretical subject. previous reflection, there was hardly any A modest number of the papers change to these listed writing issues (accounting for 34.5%) showed signs of throughout the three submissions. mining different texts in order to get ideas These results indicated that the for their reflections. The most used included participants’ level of self-regulation was the course books (provided by the lecturer at quite low as they either did not have the the semester beginning), folklores, blogs skills to well control their attention, about cultures, and memoirs or effectively keep learning records, closely autobiographies on cultures. These reference monitor their tasks, or they were not sources, regretfully, were only cursorily motivated to do so. This did not go in line
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 4 (2021) 64 with previous studies of similar domain feedback as well as lecturers’ close (e.g., Henderson, Napan & Monteiro, 2004; monitoring for their subsequent writings Alexiou & Paraskeva, 2010) in which the thanks to online asynchronous participants were documented to be more communication. engaged and enthusiastic about their 5.3. Participants’ Level of Reflection learning and the students’ writing were recognized as “a scaffolding approach of The analyzed data depicts a understanding and engagement” (Alexiou & complicated picture of the participants’ level Paraskeva, 2010). This discrepancy may lie of reflection, their progress in reflective in the fact that the participants in the thinking, their conceptualization and previous studies had to continuously reconceptualization of the theories as well as compose weekly e-writings throughout their learning. a 12-week course and received immediate Figure 1 Reflection Levels Through Reflective Writings It is obvious from Figure 1 that 14, 18, 21, 56, 79, 85), “made [them] think throughout three submissions, almost half of about [their] behaviors again” (e.g., the participants achieved level 3 of reflection students 7, 19, 54, 75, 96) or “made [them] at which they identified theoretical aspects realize [they] were wrong” (e.g., student that related with their prior or current 91). Student 82 even confirmed that after experience and gave superficial explanations learning about ethics in intercultural why something worked the way it did. At communication, she could “have a full this level, another pattern was found among awareness of the situation and the right this group of participants that they all agreed behavior” and “be able to deal with with the lecturer’s explanations of the intercultural issues.” Apparently, this group theories and took her examples as standard of participants conceptualized intercultural exemplifications in their reflections, thereby competence as approachable only via glorifying the theories without any critical learning such a theoretical course and the analysis or challenge. Specifically, many of lectured theories as the key to correct right these unconditional proponents of the from wrong. lectured theories made “promises” to The above chart also presents an “change [their] perspectives/approach” improvement in reflective thinking of 47.8% (e.g., students 4, 8, 27, 33, 59, 61, 77, 90) or of the participants who managed to raise acknowledged the effects of the lessons on their reflection levels in subsequent their thinking in that they “completely submissions, mostly from level 1 to 3. This changed [their] point of view” (e.g., student
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 4 (2021) 65 result implies a fact that a great number of although not the focus of this study and participants did not know how to write a hence not supported by the current data, may learning reflection until they got feedback align with previous research of similar from their instructor. Meanwhile, a modest concerns (e.g., Rushton & Duggan, 2013; number of 8 cases were able to improve their Abednia, Hovassapian, Teimournezhad & levels from 3 or 4 to 5 by showing effort in Ghanbari, 2013; Vassilaki, 2017). Firstly, it extensive analyses of multiple materials as is the fact that at my university, reflection well as in depth exploration of the writing is not practiced as frequently as “the relationship between theories and realities. still dominant, prestigious genre of the For example, when reflecting on the concept academic essay” (Vassilaki, 2017) in of ideology and her family relationship, students’ official learning products. As a student 66 admitted that the theory helped result, the participants are not familiar with her understand that her belief and aggressive the narrative nature of reflective writing, communication with her mother thus reproducing “experts’ views rather than “unconsciously” resulted from her their own thoughts” or just finishing the upbringing witnessing her parents’ frequent assignment as it is compulsory (Abednia, quarrels. This group of students not only Hovassapian, Teimournezhad & Ghanbari, criticized the practicality and applicability of 2013). Moreover, lack of thorough the theories and presented their own understanding of the topic can also positions, but also drew original conclusions demotivate the students because without from their reflections. For instance, student analytical reading of the assigned texts and 40 expressed his interest in the lesson of proactive engagement in class activities, the cultural patterns and cultural students cannot obtain good preparation conceptualisations because it helped him not necessary for writing (Abednia, only “get to know about the rough Hovassapian, Teimournezhad & Ghanbari, definitions but also about the way to know 2013). The data of this paper actually and understand a thing.” For the participants documents cursory understanding and even similar to student 40, what mattered is the inaccurate explanations of the theories of the development of their metacognition, their participants whose reflection levels ability to justify how things work culturally fluctuated between 2 and 3 or decreased over rather than knowing what cultures to study, time. For example, student 30 chose to thereby “evaluating everything in multiple reflect on cultural biases against LGBT aspects, raising related questions to it rather community, yet she herself concluded that than trusting the information or not” (e.g., she had to protect her LGBT friends, which student 23). in turn implicitly denoted her subconscious Significantly, 21.7% of the stereotype of LGBT people as weak and participants maintained their performances vulnerable. Many other participants also at level 3, another 21.7% fluctuated between wrongly repeated the definitions of the level 3 and 4, and 8.8% gained lower levels components of cultural patterns or the of reflection in the subsequent papers (from outward expressions of cultural intolerance. level 3 to 1). The population whose Last but not least, 17 students got reflection level did not change might not demotivated after getting low scores for their have writing motivation in the first place. initial or previous reflections (Rushton & The others, however, seemingly indicated a Duggan, 2013). In fact, the reasons for the loss of interest in reflecting their learning participants’ loss of writing motivation in toward the end of the course. This could be this study need more investigation to be explained by a multitude of reasons which, confirmed.
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 4 (2021) 66 6. Conclusion autonomy, reflective capacity and knowledge conceptualization. It is advisable This mixed method study reports the that the pedagogy of written reflections in use of 97 junior students’ written reflections the current course should be altered in terms as formative assessment in an intercultural of closer writing mentoring, increasing communication theoretical course at frequency of submissions, more various University of Languages and International feedback modes and speeding feedback Studies in Hanoi. It is discovered that the immediacy. Moreover, further research is participants are most interested in learning needed to work out ways of motivating about ethics, identity, media, cultural students to learn theoretical subjects and patterns, cultural biases and cultural enhance their self-regulation in such taxonomies and their roles in intercultural courses. communication. However, the research also reveals a low level of self-regulation in writing reflections as compulsory References assignments due to the evidence of Abednia, A., Hovassapian, A., Teimournezhad, S., & unsatisfactory control of attention, learning Ghanbari, N. (2013). Reflective journal record keeping and task monitoring. In terms writing: Exploring in-service EFL teachers' of reflective thinking, on average the perceptions. System, 41(3), 503-514. participants achieve level 3 according to the https://doi.org/10.1016/j.system.2013.05.003 five-level model proposed by Henderson, Alexiou, A., & Paraskeva, F. (2010). Enhancing self- Napan and Monteiro (2004). At this level the regulated learning skills through the implementation of an e-portfolio tool. students mainly relate aspects of the theories Procedia - Social and Behavioral Sciences, with personal meaning or prior and current 2(2), 3048-3054. experience, and give superficial, sometimes https://doi.org/10.1016/j.sbspro.2010.03.463 inaccurate, explanations to socio-cultural Allan, E. G., & Driscoll, D. L. (2014). The three-fold phenomena. Glorification of the theories or benefit of reflective writing: Improving pseudo changes of beliefs or behaviors are program assessment, student learning, and faculty professional development. Assessing also popular among this group of these Writing, 21, 37-55. students. Although a small number of https://doi.org/10.1016/j.asw.2014.03.001 students acknowledge the importance of and Andrusyszyn, M., & Davie L. (1997), Facilitating express their interest in the development of reflection through interactive journal writing their reflective capacity thanks to such in an online graduate course: A qualitative reflection procedures, it is also suggested in study. Journal of Distance Education, 12(1/2), 103-126. this study that the current reflective writing http://cade.athabascau.ca/vol12.1/andrusysz procedure is not as effective as expected in yndavie.html promoting the students’ critical thinking, Bazgan, M., & Norel, M. (2013). Explicit and implicit professional transformation and assessment of intercultural competence. metacognitive growth, which only happens Procedia - Social and Behavioral Sciences, to a modest number of the participants. 76, 95-99. https://doi.org/10.1016/j.sbspro.2013.04.080 Despite the existing limitations such Burdina, S. (2013). Motivating students to study a as uninvestigated student pre-writing theoretical course through reflective writing. activities and student responses to the Procedia - Social and Behavioral Sciences, lecturer’s feedback after each submission, 93, 2180-2185. this study still well assists the teacher https://doi.org/10.1016/j.sbspro.2013.10.184 researcher to understand the participants’ Burner, T. (2014). The potential formative benefits of learning interests, their level of learning portfolio assessment in second and foreign language writing contexts: A review of the
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VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 4 (2021) 69 GIẢNG VIÊN THẤY GÌ TỪ BÀI VIẾT CHIÊM NGHIỆM CỦA SINH VIÊN TRONG HỌC PHẦN LÍ THUYẾT GIAO TIẾP LIÊN VĂN HÓA? Vũ Thị Hoàng Mai Trường Đại học Ngoại ngữ, Đại học Quốc gia Hà Nội, Phạm Văn Đồng, Cầu Giấy, Hà Nội, Việt Nam Tóm tắt: Các khóa học Giao tiếp liên văn hóa đã và đang được nghiên cứu rộng rãi, đặc biệt ở các môi trường giáo dục và đào tạo đa văn hóa. Tuy nhiên, những khóa học Giao tiếp liên văn hóa như một môn học lí thuyết bắt buộc ở các trường cao đẳng và đại học vẫn ít được nghiên cứu, đặc biệt ở những nơi mà giao tiếp liên văn hóa không phải là hoạt động thiết yếu thường nhật. Lấy cảm hứng từ những tác dụng đã được nghiên cứu của tư duy chiêm nghiệm, bài viết trình bày kết quả phân tích định tính và định lượng các bài viết chiêm nghiệm của sinh viên năm thứ 3 tại một trường đại học về học phần lí thuyết Giao tiếp liên văn hóa mà họ tham gia. Kết quả phân tích cho thấy những thông tin hữu ích về: (1) mối quan tâm và tư duy phê phán của sinh viên đối với một số vấn đề và lí thuyết trong giao tiếp liên văn hóa; (2) tính tự kỉ luật trong học tập của sinh viên trong một học phần lí thuyết; (3) cấp độ tư duy chiêm nghiệm và ý niệm của sinh viên về kiến thức được học và về việc học. Nghiên cứu này cũng nỗ lực tìm hiểu tính hiệu quả của hoạt động viết chiêm nghiệm trong học phần lí thuyết Giao tiếp liên văn hóa tại trường đại học này, từ đó đưa ra một số đề xuất đối với phương pháp chiêm nghiệm hiện đang được áp dụng tại cơ sở này. Từ khóa: tư duy chiêm nghiệm, bài viết chiêm nghiệm, học tập tự điều chỉnh, giao tiếp liên văn hóa, học phần lí thuyết