Intercultural Communicative Competence

^{Byram and his colleagues (1997}) proposed ICC as an encompassing term that emphasizes the ability to look at oneself from an external perspective and to adapt one’s own behavior, values, and beliefs to mediate our interactions with other cultures. The term culture, here, does not refer to the objective or visible part of it, which includes architecture, food, clothing, etc., but to subjective intangible elements, such as beliefs, values, behaviors, and social norms (as cited in ^{Shaules, 2007}). Through ICC, people can identify cultural aspects in cross-cultural interactions and manage such interactions in a way that is comfortable for all participants (^{Crozet et al., 1999}).

In recent years, the model has been questioned by alternative perspectives and re-conceptualizations stating that focusing on adapting behaviors and values can sometimes oversimplify cultural interactions, which are characterized by pluralist perspectives and opinions (^{Hoff, 2020}; ^{Tornberg, 2004}). This is because no culture is homogeneous in terms of values and beliefs, even within the same nation (^{Dervin, 2016}). Therefore, a variety of identity markers must be considered, beyond nationality, to facilitate understanding in intercultural encounters (^{Risager, 2018}) and to avoid enhancing superficial adjustments rather than deep, transformative learning experiences. Although these alternative perspectives are well-founded and valid, they also entail clear limitations as a guideline for educational practice since they aim at addressing a “non-essentialist view of culture as dynamic and boundless, where learner identities are seen as unstable and co-constructed” (^{Hoff, 2020}, p. 58), leading to ambiguities and contradictions in intercultural communication that are too subtle to be taught in a structured foreign language curriculum.

To address those ambiguities and contradictions, the present study focuses on one of the five knowledge components proposed in Byram’s model (^{Byram et al., 1997}): savoir s’engager, often translated as critical cultural awareness (^{Agudelo, 2007}; ^{Jaramillo Cárdenas, 2023}), which tackles the critical analysis of explicit criteria in one’s own’s and other’s culture, and aligns with scholarly demands for more reflective engagement to deepen the learning process beyond surface-level adaptations. However, before describing how the savoir s’engager, component was examined, it is necessary to briefly explain what Byram’s ICC model entails and its stance on foreign language (FL) education.

ICC and FL Learning

Due to its impact on communication and interaction patterns, culture influences language teaching both linguistically and pedagogically, since it affects it on semantic, pragmatic, and discourse levels (^{McKay, 2003}). To incorporate an intercultural approach in foreign language FL teaching, the target language and culture must be taught in contrast to the learners’ first language and culture (^{Crozet et al., 1999}). To develop ICC, ^{Byram and his colleagues (1997}) provide a clear-cut list of components:

The first step to incorporate this comparative approach to language education is to foster self-awareness of students’ own cultural identity (^{Byram et al., 1997}; ^{Kramsch, 1993}). Initially, this will happen at a superficial level with students understanding basic facts and objective cultural characteristics, but, after exploring their own beliefs, students will be able to engage in analytical and rational evaluations of perspectives, products, and practices related to the target culture (^{Byram, 1997}). In other words, they can grow through different levels of comparative conflict, appreciation of differences, and empathetic attitudes (^{Gaston, 1984}).

To spark students’ interest and willingness to get involved in comparative analyses and the subsequent development of knowledge, teachers can engage in class discussions comparing cultural features and stereotypes from the local and the target culture, role-play performances to act out specific situations, or the projection of films and other media sources reflecting the target culture (^{Hughes, 1986}). In this type of activities, learning is seen a process of discovery where the teacher plays a facilitating role.

Once knowledge (savoirs) and attitudes (savoir être) have been addressed, the second step is to generate real or simulated opportunities for interactions (savoir s’engager) with individuals of diverse cultural backgrounds (^{Byram, 1997}). To do so, teachers can create spaces where students engage with foreign people from different cultures. Having such spaces to promote reciprocal relationships allows the cultural information presented to learners to come from intimate knowledge, which is transferred from one learner to another in a more realistic and meaningful way than information presented in class materials (^{Freiermuth & Huang, 2021}). Some examples include visits from international guests in the classroom, study away programs, or virtual meetings with learners from different cultures.

Certainly, learning strategies, classroom dynamics, activities, and materials vary and should be adapted to the context to enhance students’ reflection on cultural values and their acknowledgement and respect for the identities of others (^{Byram, 2006}). In addition, class activities should be conducted as an ongoing (continuous) formative process of evaluation (^{Lussier et al., 2007}), where students receive recurrent feedback (from teachers, classmates, and/or through self-evaluations) on their cognitive, behavioral, and affective performance (^{Brindley, 2001}).

Virtual Exchanges to Develop Savoir S’Engager

As mentioned in the previous section, to develop intercultural communication, students should engage in tasks along with individuals from different cultures (^{Byram, 1997}). One way to achieve this is through international student mobility. However, this represents a barrier for some students, due to constraints such as lack of opportunities, lack of information, and financial issues. In addition, developing intercultural awareness should not be considered a result of a study abroad experience but as an ongoing process (^{Deardorff, 2006}).

To overcome those limitations, research has shown how online alternatives also enable students’ development of the target language, foster social connections with native speakers abroad, heighten intercultural awareness, and boost second-language communication confidence (^{Brinckwirth, 2012}; ^{O’Dowd, 2021}). One of the virtual tools proposed is eTandem Language Exchanges, where learners with different native languages communicate with different native languages and take part in collaborative tasks to practice their target language (^{Rahimi & Fathi, 2022}). During the language exchange, a specific time should be devoted to each target language and each counterpart should have a native role speaker role (^{Vassallo & Telles, 2006}).

eTandems can be incorporated into the curriculum to foster communication, interaction, analysis, and interpretation of behaviors and practices (^{Zhou, 2023}). These exchanges allow learners to communicate with people outside of their peer groups, practice the target language in a real context, and share personal experiences and opinions with others (^{Freiermuth & Huang, 2021}). Therefore, eTandems are based on reciprocity because participants learn from each other, but they are also based on autonomy due to learners’ role in taking ownership of their learning process (^{Cappellini, 2016}; ^{Vassallo & Telles, 2006}). Thus, the teacher mainly takes a facilitator role, which entails defining learning goals, coordinating interaction dynamics and spaces, and assessing students’ learning process (^{Pörn & Hansell, 2020}).

In an eTandem Language Exchange project between learners of English and learners of Mandarin, ^{Tian and Wang (2010}) evaluated learners’ perspectives regarding language learning and intercultural competence. Their results showed that participants manifested interest in their partner’s culture and perspectives, made an effort to manage cultural differences, and self-reflected about their own culture. Moreover, after the eTandem experience, learners increased their intercultural interactions, manifested more respect, and were more mindful of intercultural differences (^{Jin & Erben, 2007}; ^{Tian & Wang, 2010}). Therefore, eTandems were suggested as a sustainable way to practice the target language, in a real context, outside the classroom (^{Freiermuth & Huang, 2021}; ^{Tian & Wang, 2010}), while supporting the development of intercultural competence in language learners (^{Freiermuth & Huang, 2021}; ^{Perren, 2018}; ^{Ware & Kramsch 2005}).

To assess the effectiveness of these online alternatives and the overall impact of including language/cultural exchanges into the curriculum, one path is the implementation of a subjective pre-test before the course starts in order to identify students’ initial intercultural knowledge, skills, and attitudes (^{Corbett, 2003}), and a post-test to determine their progress after the course has ended.

Following a rigorous comparative analysis, this research examines whether and to what extent the participation of low-intermediate English learners in virtual language exchanges contributes to their development of intercultural awareness and intercultural competence. The study also examines how different approaches to those language exchanges may influence students’ intercultural awareness and the complexity of the themes addressed in the interactions.

Procedure

This study had institutional endorsement by the Ethics Committee of the higher education institution where the research took place. This process started with the preparation and submission of a detailed description of the research proposal, according to the guidelines of the university’s Office of Research, Innovation, and Entrepreneurship. The description included information about the length of the study, organizations involved, objectives, a detailed account of the data collection tools, and the target population, as well as the information and procedure established to obtain informed consents to collect and analyze data and to ensure data security before, during, and after the study was completed. The proposal was also presented in person before the Ethics Committee, where further inquiries in terms of relevance and research impact were also addressed before approval was granted.

In addition, participation in the study was voluntary after candidates received a detailed explanation of its characteristics, anonymization process, benefits, risks, and the possibility to withdraw at any time without any repercussions. Those willing to participate in the study were required to sign an informed consent before answering the online surveys. All personal information was anonymized during the data collection process and was not included in the analysis of data.

The participants were divided into two groups. Group A (standard) participated in the virtual exchange program following a free-conversational pattern, where students could discuss random topics with their counterparts in the United States. On the other hand, Group B received specially designed intercultural communication training (ICT) in addition to their regular class curriculum, which was later linked to the topics discussed during the language exchange.

Data Collection and Instruments

Data collection took place with the implementation of two online surveys during the first academic semester of 2023, between February and June. The target population was composed of students currently enrolled in level-4 English courses and scheduled to take part in virtual language exchange sessions with Spanish learners from universities in the United States. The discussions took place during the sessions of their English courses.

Data Analysis

Since the purpose of our statistical analysis is to identify a correlation between the variables rather than determining causation, a Pearson coefficient test was conducted between the identified rise in participants’ manifested cultural awareness and their behavioral manifestations of that awareness. However, since this correlation coefficient is often simply categorized as a descriptive statistic, the analysis of the responses before and after the virtual language exchange also included a two-sample equal variance t-test to determine whether the data support or reject the null hypothesis: People’s increased recognition of cultural differences has no impact on their manifested cultural awareness.

The combination of the Pearson correlation coefficient and the two-sample equal variance t-test represents an effective data analysis approach because together they offer a comprehensive analysis of both descriptive and inferential statistics. For instance, they can provide valuable information on the degree of association between the variables and determine whether there is a statistically significant difference between those variables before and after the intervention. Many alternative statistical methods, such as ANOVA or regression analysis, require larger sample sizes to achieve reliable results. The t-test is more appropriate when dealing with smaller samples because it can provide valid conclusions about differences in means even when sample sizes are not large.

Overall, the Pearson correlation coefficient and the two-sample equal variance t-test are the best choices for this study because they align well with the research objectives, the nature of the data, and the sample size. Together, these tests provide a balanced approach that combines the strengths of correlation analysis and hypothesis testing to provide an interpretation of the results that goes beyond simple descriptive statistics and ensures both the reliability and validity of the findings.

As previously mentioned, the post-survey included one open-ended question: “Between the United States culture and your culture, what differences and similarities were you able to find?” (For more information about the post-survey, see the Methods section). A thematic analysis was conducted on the answers provided for this question following the guidelines of Jessica Nina ^{Lester and colleagues (2020}), which include the following phases: data preparation and organization, data familiarization, addition of notes and comments to the data, coding, and categories development and production of topics names. Survey results showed how participants differ in their comparative perceptions of American and Colombian culture (see Appendix C).

Furthermore, the reliability of qualitative data has been considered in relation to the degree of consistency of the results when the research is performed several times (^{Kirk & Miller, 1986}; ^{Silverman, 2005}). However, conducting the research several times to examine participants’ personal perceptions and performing a subjective interpretation of the results is usually not feasible. (^{Dörnyei, 2007}). In such a scenario, reliability checks are performed on sub-processes within the thematic analysis (^{Dörnyei, 2007}). In this study, a double revision of the data analysis took place, with one of the authors performing the qualitative thematic analysis and data codification and the other one revising the process followed and the similarities and differences identified.

The Impact of Virtual Exchanges on Intercultural Awareness

Based on the level of agreement manifested by the participants, the ten statements proposed in the first section of the questionnaire aimed to determine respondents’ awareness of their own cultural identity and their general perception and awareness of cultural variation around the world.

After comparing the responses from the initial and the final surveys at the end of the semester, the results showed that groups A and B both improved their levels of intercultural awareness. For example, by acknowledging the influencing role of cultural identity on world perception (statements 3 and 5) or the importance of taking into consideration other people’s background when interacting with them (statement 8). Similarly, the small reduction in the rate of agreement with statements 2, 9, and 10 also denotes a slight increase of awareness since those statements expressed superficial definitions and false cultural and social generalizations (the survey results are presented in Figures 1 and 2).

Figure 1 Group A: Rates of Agreement with Statements in Initial and Final Surveys 

Figure 2 Group B: Rates of Agreement with Statements in Initial and Final Surveys 

In other statements, there was little to no variation in participant’s’ rate of agreement, but the overall tendency was toward a positive rise in students’ levels of intercultural awareness and socio-cultural knowledge. These results were two times higher among students from Group B, with an increment of 2 and 4 percentage points between the initial and final surveys, as opposed to group A that elucidated exhibited an increment of 1 and 2 percentage points.

The Impact of Virtual Exchanges on Intercultural Competence

As previously mentioned, the second section of the surveys examined individual manifestations of intercultural competence through Likert scales of frequency. Once again, students’ answers from the initial and final surveys were compared to determine the impact of the two approaches taken to prepare them for the virtual language exchange.

Results in this section also indicate that both groups manifested a self-perceived change towards more culturally aware behavior. For instance, the higher percentage of participants rating statements 2, 3, and 5 as something they do always or frequently indicates that they are now able to recognize similarities when comparing cultures, that they acknowledge and talk about their own cultural values and traditions, and that they can consciously adapt to their interlocutors’ conversational style and behavioral patterns (the manifestations of cultural awareness in the initial and final surveys are presented in Figures 3 and 4).

Figure 3 Group A: High Frequency Manifestations of Cultural Awareness in Initial and Final Surveys 

Figure 4 Group B: High Frequency Manifestations of Cultural Awareness in Initial and Final Surveys 

It is important to note that, in this section of the questionnaire, group B also showed a moderately higher overall percentage of improvement (8%) between the initial and final surveys when compared to the responses of the participants in group A (6%). Only in statements 3 and 5 did group A ranked slightly higher than group B.

To further assess these outcomes, a Pearson coefficient test and a two-sample equal variance t-test were conducted during the second section of the questionnaire before and after the virtual language exchange in order to examine the correlation between participants’ recognition of cultural awareness and their behavioral manifestations of that awareness. The main goal was to stablish if the data support or reject the null hypothesis: People’s increased recognition of cultural differences has no impact on their manifested cultural awareness (Table 1).

The results of the statistical tests illustrate how, in both cases, there is a positive correlation (Pearson R) between increased perceptions of cultural awareness and the behavioral adaptation acknowledged by participants (see Table 1). Yet, being greater than 0.05, the correlation is not strong, which also aligns with the outcomes of the t-test. Hence, the increased percentages identified in participants’ cultural awareness are not statistically significant and fail to reject the null hypothesis. Overall, quantitative analyses produce interesting outcomes whose statistical significance restricts them from conclusions that could be confidently generalized.

Recognition of Cultural Features in Virtual Exchange Interactions

To further assess the influence of virtual exchange on participant’s intercultural awareness and competence, this study examined individual experiences through their perceived differences and similarities in cultural features. The topic names assigned during the thematic analysis were based on ^{Frank’s (2013}) analysis of the elements of culture, which also considers ^{Hall’s (1976}) cultural iceberg analogy and the products, practices, and perspectives of culture (^{National Standards in Foreign Language Education Project, 1999}). ^{Frank (2013}) argues that every culture has easily observable products or features (the tip of the iceberg above the surface), such as food, music, and clothing, practices such as interpersonal relationships, and perspectives, including values and attitudes, as well as non-observable features like cultural practices and social perspectives (the submerged part of the iceberg either at the subsurface or deeply submerged) (^{Frank, 2013}, p. 3). In tandem with this, students’ responses were categorized as part of the surface, sub-surface, or deep level.

The surface level includes the observable features of culture, such as food and holidays. The sub-surface level includes showing affection, non-verbal communication, concept of time, and class behavior. The deep level encloses values, attitudes, and beliefs. Examples of identified values include close or distant interpersonal relationships with family or friends, individualism, and the levels of formality required to communicate in specific social situations and contexts.

As an example, for the response “In our culture I feel we have a closer relationship with our families” (translation), the code assigned was “closeness to family,” then the category assigned was “values,” and the topic assigned was “deep level.” During the thematic analysis, responses that were not specific or difficult to categorize (as similarity or difference), were coded as “Response is not clear” or “Does not specify similarity or difference,” respectively. It is also important to note that, for long answers, two categories and two topics could be assigned according to their content.

Intercultural Awareness and Socio-Cultural Knowledge

Findings from the comparative quantitative analysis of the surveys at the end of the semester showed that groups A and B both increased their levels of intercultural awareness and socio-cultural knowledge. This tendency is visible in the rate of respondents acknowledging the influential role of cultural identity on individual perceptions of the world and in students’ declarations of being more culturally aware. Hence, many of the participants from both observed groups perceive themselves as being able to recognize similarities when comparing cultures, to consider other people’s background, and to consciously adapt to their interlocutors’ conversational style and behavioral patterns during interactions.

Yet, the fact that the results were greater than 0.05 shows a weak correlation between the identified rise in participants’ recognition of cultural awareness and their behavioral manifestations of that awareness, which also aligns with the outcomes of the t-test. Therefore, the increased percentages identified in participants’ cultural awareness are not statistically significant. This could indicate that, in the observed groups, increased awareness does not necessarily lead to the recognition of individual behavioral adaptation. Longitudinal analyses would be required to further explore this claim.

Developing Savoir S'Engager Through Language Exchange

Students’ responses to the survey’s open-ended question were categorized into one or more of the three levels of a given culture, which distribute cultural features according to how easy it is to observe them. Recognizing cultural features of a foreign culture and being able to make comparisons with one’s culture can be linked to cultural awareness. Thus, students’ responses can be related to the ability to compare, interpret, and relate to those features (savoir comprendre) and the skill to use the new knowledge to interact with others (savoir s’engager). Considering the results, it is possible to state that both groups developed an interest in their counterparts’ culture, were able to reflect about their own culture, and became more mindful of the differences between the Colombian culture and American culture. This aligns with the findings of ^{Tian and Wang (2010}) in China.

Both groups were able to identify features in the surface, sub-surface, and deep layer of culture. This shows that the qualitative data concurs with the quantitative data previously described. For instance, at the surface level, both groups talked about food; at the sub-surface level, both mentioned non-verbal communication; and, at the deep culture level, both commented on interpersonal relationships. It must be noted that responses in the same categories may be related to different codes. In the category of interpersonal relationships, which is part of the deep culture level, students in Group A mainly referred to both cultures sharing similar open and friendly styles of communications whereas those in Group B were more concerned with the lower importance of bonding with the family and showing affection in American culture.

The students who took part in the intercultural training were able to elaborate further on their individual analysis, by including a higher number of categories related to the sub-surface layer and deep layer of culture. These students talked about showing affection, the concept of time and class behavior, which are related to the sub-surface level. Moreover, they mentioned the age to start working (linked to individualism) and levels of formality (which relate to the deep level of culture). Hence, Group B’s descriptions of behavioral features, formality, and individualism were not only more thorough, but they also tackled many categories of non-observable features that were neglected by those in Group A.

Figure 5 summarizes the topics found in each group’s responses, highlighting the topics in common, the variation among the clusters of students of both groups, and the distribution of the categories according to the three levels of the culture. Figure 5 also shows that students in Group B were able to identify more non-observable features, which reflects a deeper analysis of cultural similarities and differences may be attributed to the IC training received before the language hence contributing to the development of intercultural awareness (savoir s'engager).

Figure 5 Content Analysis of Student’s Cultural Comparisons 

To conclude, a comprehensive study of this intercultural knowledge (savoirs) is essential to enhance students’ cultural awareness, allowing them to be better prepared before virtual exchanges, and to have more meaningful experiences oriented to the development of their intercultural competence.

The main study limitation is the sample size, of the sample since it includes a large number of students from the university’s level English 4 courses, but only a fraction of the general student population. Hence, it is advised not only to replicate the research with a larger sample but also in other universities and with language learners of different cultural backgrounds and with different proficiency levels (e.g., beginner and upper-level courses) to compare the outcomes and assess their potential for generalizability potential. Adding other methods, such as in-depth interviews, focus groups, or classroom observations, would also provide rich qualitative data about students’ experiences and perceptions.