Slide 1

Good morning, my name is [student name] and today I will be summarizing the article,
“Blogging: Fostering Intercultural Competence Development in Foreign Language and Study
Abroad Contexts” to understand the influence of blogging as a medium to enhance intercultural
competence.
Slide 2
This article, authored by Idoia Elola and Ana Oskoz, explores the role of blogs in developing
intercultural competence among foreign language learners, specifically focusing on interactions
between study abroad and at-home students. The aim is to create a "third place" that facilitates
cultural understanding, and the study employs Byram's Intercultural Communicative
Competence model for analysis. The research questions address the extent of intercultural
competence in blog interactions, potential differences between study abroad and at-home
students, and the impact of blogs on intercultural competence development in both contexts.
Slide 3
A mixed methodology study was conducted during the spring semester of 2007, explores
intercultural competence through blogs in two contexts: a study abroad program in Spain and a
Spanish Intermediate class in the United States. Two cultural questionnaires were administered,
and students-maintained blogs to discuss cultural topics. Participants included 23 study abroad
students and 15 at-home students. The blog exchanges, addressing assigned topics, occurred
from February to April. Questionnaires were completed at the beginning and end of the semester.
The study aims to observe intercultural competence development through blog interactions,
utilizing an adapted version of Byram's assessment criteria.
Slide 4
The blog tasks comprised five phases in a structured pattern. In Phase I, at-home students
discussed a cultural topic with the instructor. Phase II involved researching the topic, and Phase
III initiated blog exchanges, where at-home students shared reflections and inquired about study
abroad counterparts' opinions. Phase IV included a dialogue of discovery, with study abroad
students presenting observations of Spanish culture. Finally, Phase V involved at-home students
reflecting on and discussing their findings. The chosen tasks, derived from the textbook
Impresiones, covered diverse cultural topics, fostering unique and personalized exchanges in the
blogs.
Slide 5
The study employed two questionnaires, the first gathering biographical information and
responses to three Likert-scale statements, and the second encompassing similar Likert-scale
statements, questions related to blog topics, and inquiries about the influence of blog partners
and classroom experiences on cultural views. Quantitative analysis involved t tests for Likert-
scale responses. Qualitative data, including blog entries and questionnaire answers, were content-
analyzed using modified versions of Byram's (2000) intercultural competence assessment
criteria. Researchers independently analyzed and discussed the data, achieving a high interrater
reliability of .96.
Slide 6
The quantitative analysis focused on students' perceptions at the beginning and end of the
semester regarding the relevance of learning about Spanish culture, understanding Spaniards'
values, and the usefulness of blog interactions. Study abroad students initially found learning
about Spanish culture more relevant, but this gap decreased over time. Both groups shared
comparable views by the end of the semester. While perceptions about Spaniards' values did not
change significantly, blog interactions were perceived as beneficial for learning by both study
abroad and at-home students.
Slide 7
Qualitative analysis of blog comments and questionnaire responses assessed students'
intercultural competence using Byram's criteria. Study abroad students demonstrated more
instances of cultural knowledge sharing and coping with living in a different culture (Categories
C and D), acting as informants for at-home students. Both groups showed interest in others'
experiences (Category A), and both demonstrated reflection and perspective change (Category
B). At-home students emphasized cultural knowledge (Subcategory D1) more, while study
abroad students focused on interaction skills (Subcategory D2). Blogs and questionnaires
revealed mutual learning benefits and differences in intercultural competence development
between study abroad and at-home contexts.
Slide 8
The analysis of quantitative and qualitative data on learning Spanish culture through blogs
revealed shifts in students' perspectives. Initially, study abroad students showed a stronger
interest, diminishing over the semester, while at-home students' interest increased. Both groups
demonstrated intercultural competence through awareness, changed perspectives, and knowledge
exchange. Study abroad students excelled in daily life coping (Category C), while at-home
students showed more interest in cultural diversity (Subcategory A2). Blogs fostered intercultural
competence by prompting reflection, changing perspectives, and encouraging information
exchange. Both groups benefited, challenging the notion that mere exposure abroad is sufficient
for cultural understanding. Blogs, akin to diaries, proved valuable for promoting awareness and
reflection on the target culture.
Slide 9
This study demonstrated that blog interactions positively impact students' intercultural
competence, fostering learning and reflection in both study abroad and at-home contexts. The
dynamic communicative space of blogs allowed students to share cultural insights and challenge
preconceptions. The study suggests potential improvements, such as exploring tasks beyond
blogging and conducting research in the target language. It underscores the value of blogs in
creating intercultural learning environments and spaces for critical self-discovery. As a question
for peers: How can educators further enhance intercultural competence through online
interactions, considering different proficiency levels and task types?