Intercultural Competence Development in a Study Abroad Context: Saudi Study Abroad Learners in the United States of America

Abstract

This longitudinal study used qualitative and quantitative methods to explore the development of aspects of the intercultural competence (ICC) of Saudi learners of English as a second language in a study abroad (SA) context based on Deardorff's (2004) ICC model. It also examined students' development of Saudis' perceptions of the home and host cultures at the beginning of SA and after four months. Moreover, this study explored the relationship between ICC and second language proficiency. This study found no substantial change in ICC-related attributes over four months of studying abroad. Results also showed an overall agreement in ICC assessment between the teachers and the students. As far as perceptions of members of the Saudi and US cultures are concerned in the second study, the findings suggested that the Saudi SA students continued to use their home frame of reference even after four months of study in the US and that the national stereotypes persisted. In these results, US Americans are perceived to be work-oriented, whereas Saudis are relationship-oriented. The findings of the third study demonstrated that SA students' perceived gains with regard to skills of speaking, listening, reading, grammar, and vocabulary were significantly lower than their expectations at the beginning of the program and that their expectations were relatively low for culture learning. Moreover, no significant relationship was found between SA students' L2 usage patterns and L2 learning, nor between L2 usage patterns and C2 learning. However, the level of L2 proficiency upon entry into the SA program indicated a strong correlation with perceived gains in L2 learning. Interestingly, no relationship was found between ICC and L2 learning, nor between ICC and C2 learning.