Blogging for intercultural communicative competence in study abroad programs: All breadth, no depth?

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dc.contributor.authorDressler, Roswita
dc.contributor.authorCrossman, Katherine (Katie)
dc.contributor.authorKawalillak, Colleen
dc.date.accessioned2024-01-11T21:56:32Z
dc.date.available2024-01-11T21:56:32Z
dc.date.issued2022-10-03
dc.description.abstractParticipants in study abroad (SA) programs (sojourners) are often encouraged to blog as a form of reflective writing, yet little is known about this practice. Generally, reflection facilitates sojourners’ engagement in their personal and professional growth. Drawing from two different but complementary frameworks, we analyzed blogs from 51 sojourners in short-term SA volunteer teaching placements to examine the reflection that occurred through their writing. The two frameworks revealed different aspects of blogging practices: types of reflection (Maarof, 2007) were primarily descriptive, but Intercultural Communicative Competence (ICC) Learning (Elola & Oskoz, 2008) examples were more numerous and varied, documenting sojourners’ navigation of culture in SA. Sojourners did not typically use their blogs for dialogic or critical reflection, instead chronicling experiences or representing reflection as completed actions. Although blogging can be useful for reflection in SA, the results from this study suggest that careful scaffolding may be necessary to encourage critical reflection.
dc.description.grantingagencyOther
dc.description.sponsorshipTaylor Institute of Teaching and Learning Scholarship of Teaching and Learning Grant
dc.identifier.citationDressler, R., Crossman, K., & Kawalilak, C. (2022). Blogging for intercultural communicative competence in study abroad programs: All breadth, no depth? Study Abroad Research in Second Language Acquisition and International Education, 7(2), 181-203. https://doi.org/10.1075/sar.21028.dre
dc.identifier.doihttps://doi.org/10.1075/sar.21028.dre
dc.identifier.issn2405-5522
dc.identifier.urihttps://hdl.handle.net/1880/117929
dc.identifier.urihttps://doi.org/10.11575/PRISM/42772
dc.language.isoenen
dc.publisherJohn Benjamins
dc.publisher.facultyWerklund School of Educationen
dc.publisher.hasversionacceptedVersion
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.policyhttps://benjamins.com/content/authors/rightspolicy
dc.rightsUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.titleBlogging for intercultural communicative competence in study abroad programs: All breadth, no depth?
dc.typeArticle
ucalgary.scholar.levelFaculty
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