The Development of Intercultural Competence in the Context of International Virtual Collaboration through Self-Learning via ChatGPT
Keywords:
Intercultural competence, ChatGPT, Self-development, Self-learningAbstract
As environments become more international and shift towards online platforms, developing intercultural competence has emerged as a crucial skill. In an era where AI (artificial intelligence) can either replace or collaborate with humans, utilizing tools like ChatGPT has become a strategic approach for fostering intercultural competence. This study adopts a mixed-method research approach with two main objectives: to study the patterns of self-development in intercultural competence through ChatGPT, and to evaluate learner satisfaction with this self-development process. The survey respondents included 250 foreign language teachers and individuals working with international personnel, all with experience using ChatGPT. The experimental learning group included 15 participants, aged 18-30, who were students or employees with prior experience working with foreigners. Data was analyzed using percentages, averages, standard deviations, variance analysis, and conversation analysis. The results revealed that the self-development of intercultural competence through ChatGPT followed a four-stage process: motivation, preparation, learning, and self-evaluation. Overall, learners reported the highest level of satisfaction. In the field of educational technology, these findings suggest that the four-stage process provides an effective framework for self-development programs. Moreover, AI can be seamlessly integrated into intercultural training programs, serving as a real-time conversational simulator, teaching assistant, virtual mentor and feedback provider.
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