Preprint Article Version 1 Preserved in Portico This version is not peer-reviewed

Linguistic Markers of Intercultural Competence in Student Blogs

Version 1 : Received: 28 April 2022 / Approved: 29 April 2022 / Online: 29 April 2022 (13:07:15 CEST)

How to cite: Hanegreefs, H.; Pluymaekers, M.; Hoefnagels, A. Linguistic Markers of Intercultural Competence in Student Blogs. Preprints 2022, 2022040303 (doi: 10.20944/preprints202204.0303.v1). Hanegreefs, H.; Pluymaekers, M.; Hoefnagels, A. Linguistic Markers of Intercultural Competence in Student Blogs. Preprints 2022, 2022040303 (doi: 10.20944/preprints202204.0303.v1).

Abstract

This study combines insights from psycholinguistics and text analysis to identify linguistic markers of intercultural competence (ICC) in student blogs about intercultural experiences. By combining holistic ICC frameworks with a more analytical approach at text and word level, we were able to demonstrate that blogs with a high perceived level of ICC contain significantly more I-words, more insights words and less quantifiers. These markers of ICC constitute concrete cues for teachers when assessing reflective writing assignments and allow them to pinpoint concrete areas for improvement in their feedback and interaction with students.

Keywords

Blogging; intercultural competence; international learning outcomes; reflective writing; reflection; text analysis; text mining; psycholinguistics; linguistic markers

Subject

ARTS & HUMANITIES, Other

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