Culture Shock as the Learning Outcome of Intercultural Communication among International Students in the Host Culture
Bibliographic record
Abstract
When students across the world have many opportunities to study abroad due to the trend toward internationalization and globalization in the 21st century, they may get various experiences from total immersion of the host culture. This study aims at international students speaking English as a foreign language (EFL) and coming from Southeast Asian countries to study at a university in Taiwan where Chinese is the target language. The study explores whether and how these students can experience culture shock, which arises from intercultural communication during studying abroad through qualitative research. As it is found that international students speaking either English or Chinese as a shared language in the process of intercultural communication indeed feel the emergence of culture shock displayed in their attitudes, it can thus be concluded that regardless of which language is adopted by international students, culture shock emerges as one of the learning outcomes of intercultural communication during studying abroad. While finding that culture shock can be a type of transition shock in one context but can become a kind of intercultural sensitivity in another, it is also concluded that culture shock may vary with both the frequency of intercultural communication and different contexts. As the results of the study also show that culture shock may be transformed into worldviews or cultural awareness among international students, it is further concluded that its emergence may reflect other learning outcomes of intercultural communication in the host culture and benefit international students in developing certain levels of competence to respond to world affairs in the global society of the 21st century.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.000 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".