Challenges of Chinese Students In Intercultural Communication: A Systematic Literature Review
Abstract
The purpose of this study is to understand students' successful experiences in intercultural communication, this study systematically reviewed the challenges Chinese students face in intercultural communication, the strategies used to address these challenges—including coping strategies and interventions—and the impact and outcomes of their implementation. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, five online databases were searched, yielding 60 studies for analysis. Thematic analysis was applied to examine the data. Findings indicate that ‘comprehension and production’ and ‘forming a common ground’ are the primary challenges Chinese students encounter. To address these, ‘competence-driven strategies’ and ‘constructing an appropriate context’ emerged as the most frequently employed coping mechanisms and interventions. However, no clear one-to-one correspondence was found between specific challenges and coping strategies/interventions, and their effectiveness varied significantly across different contexts. Additionally, the impact of most strategies and interventions has not been rigorously tested. This study provides valuable insights into the role and manifestation of Intercultural Communication Competence (ICC) and offers a foundation for developing more effective approaches to enhance engagement in intercultural communication.
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