Audio Overview
Snapshot
This systematic literature review focuses on the intercultural communication challenges Chinese students face in higher education abroad. It identifies common barriers such as language difficulties, cultural misunderstandings, and social integration issues. Coping strategies and interventions are categorized into self-initiated and externally driven mechanisms. The study calls for a nuanced understanding of ICC and suggests improvements to existing intervention models.
Introduction
Intercultural communication competence (ICC) is vital for professional competitiveness and social integration in multicultural settings. With the increasing mobility of international students, research on ICC has gained prominence, especially for Chinese students, who represent the largest group of international learners. Despite numerous studies on ICC, there is a lack of systematic reviews addressing the specific challenges Chinese students face, the strategies they use, and the effectiveness of these solutions. This study aims to fill this gap by reviewing existing literature on Chinese students’ intercultural communication experiences.
Research Questions
- What are the main challenges Chinese students face in intercultural communication?
- What coping strategies do Chinese students use to overcome these challenges?
- What external interventions have been implemented to assist Chinese students?
- How effective are these regulatory responses?
Key Insights
- Primary Challenges: The two most significant challenges are (1) comprehension and production, and (2) forming a common ground. Language barriers, confidence issues, and different social or academic norms contribute to these difficulties.
- Coping Strategies: Students employ “competence-driven strategies,” including self-learning, developing communication opportunities, and seeking support.
- Interventions: External interventions such as culturally mixed group work, targeted courses, and intercultural training programs have been implemented.
- Effectiveness: The study finds no one-size-fits-all solution, as effectiveness varies based on context, individual differences, and communication needs.
Results
- Challenges: The most frequently reported obstacles include language proficiency, lack of confidence, anxiety, social segregation, and prejudices.
- Coping Strategies: Many students attempt self-learning, seek peer support, or engage in structured intercultural activities to navigate these challenges.
- Intervention Impact: While external interventions like training programs and culturally mixed collaborations have had positive effects, their long-term sustainability and effectiveness remain uncertain.
Conclusion
This review emphasizes that intercultural communication challenges among Chinese students arise due to linguistic and cultural differences, as well as social integration difficulties. The effectiveness of coping strategies and interventions is inconsistent, highlighting the need for a more structured approach. The study underscores the importance of communication needs in shaping students’ experiences and proposes a diagnostic framework for evaluating intercultural communication.
Implications
- Educational Policy: Institutions should provide targeted intercultural communication training.
- Support Systems: Universities should create structured support mechanisms, including mentorship and peer engagement programs.
- Future Research: More empirical studies are needed to evaluate the effectiveness of interventions and refine strategies for improving ICC.
Contribution to the SDG Program
This study aligns with SDG 4 (Quality Education) by promoting inclusive and effective learning environments for international students. It also contributes to SDG 10 (Reduced Inequalities) by addressing barriers faced by Chinese students in foreign educational settings and advocating for better institutional support and equal learning opportunities.
