Linguistic Markers of Intercultural Competence in Student Blogs

Hilde Hanegreefs; Mark Pluymaekers; Ankie Hoefnagels

doi:10.20944/preprints202204.0303.v2

Preprint Article Version 2 Preserved in Portico This version is not peer-reviewed

Version 1 : Received: 28 April 2022 / Approved: 29 April 2022 / Online: 29 April 2022 (13:07:15 CEST)
Version 2 : Received: 7 March 2023 / Approved: 8 March 2023 / Online: 8 March 2023 (10:07:17 CET)

This study combines insights from psycholinguistics and text analysis to identify linguistic markers of intercultural competence (ICC) in 1,635 blogs about intercultural experiences, written by 672 Hotel Management students. By combining holistic ICC frameworks with a text-analytical approach at 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.

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

Social Sciences, Language and Linguistics

Comment 1

Received: 8 March 2023
Commenter: Hilde Hanegreefs
Commenter's Conflict of Interests: Author

Comment: Peer reviewed version, following three reviews provided by PeerRef.com; Status: Verified
Link to the reviews: https://peerrefplatform.com/details?para1=Hw3TaVOoBDtnxOIYCFJp
DOIs to two of the reviews:
1) https://doi.org/10.58505/RUHM9769
2) https://doi.org/10.58505/UVHX8891

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Linguistic Markers of Intercultural Competence in Student Blogs

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