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Capturing Nonlinear Intercultural Development via Student Reflective Writing

Rebekah Sims et al.

Written Communication2025https://doi.org/10.1177/07410883241303916article
ABDC B
Weight
0.41

What the paper says

This article reports on a qualitative assessment of intercultural competence (IC) in U.S. first-year writing (FYW) courses designed to increase intercultural exposure and interaction among domestic and international students. To measure students’ intercultural development via a series of reflective writings, we designed two innovative qualitative analysis tools: a grounded-theory coding scheme and a mapping procedure aligned to the Developmental Model of Intercultural Sensitivity. Our results show that qualitative assessment of reflective writing reveals dynamic, complex IC development trajectories, displaying nonlinearity, nondiscrete phases, and development within phases. Specifically, we noted that reflective writing helped students engage with and become attuned to aspects of cultural difference. Affordances of the FYW context indicated that students strongly engaged the cognitive domain of IC, and that this domain appears to be activated by reflective writing.

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https://doi.org/https://doi.org/10.1177/07410883241303916

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@article{rebekah2025,
  title        = {{Capturing Nonlinear Intercultural Development via Student Reflective Writing}},
  author       = {Rebekah Sims et al.},
  journal      = {Written Communication},
  year         = {2025},
  doi          = {https://doi.org/https://doi.org/10.1177/07410883241303916},
}

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Capturing Nonlinear Intercultural Development via Student Reflective Writing

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Evidence weight

0.41

Balanced mode · F 0.40 / M 0.15 / V 0.05 / R 0.40

F · citation impact0.25 × 0.4 = 0.10
M · momentum0.55 × 0.15 = 0.08
V · venue signal0.50 × 0.05 = 0.03
R · text relevance †0.50 × 0.4 = 0.20

† Text relevance is estimated at 0.50 on the detail page — for your query’s actual relevance score, open this paper from a search result.