INTRODUCTION 1 Background of the study
Statement of the research problem and research questions
This qualitative study investigates the transformations in intercultural sensitivity and personal development among Vietnamese sojourners who returned to Vietnam after short-term studies in various ASEAN countries It emphasizes the factors that contribute to these changes and aims to enrich the existing body of research on the effects of studying abroad in Vietnam The insights gained from this research will also provide a valuable reference for future studies on this topic.
In fulfilling these goals, the study seeks answers to the following questions:
1 What are the changes regarding intercultural sensitivity of Vietnamese students participating in short-term exchange courses in ASEAN countries?
2 What are the changes regarding personal development experienced by Vietnamese students participating in short-term exchange courses in ASEAN countries?
Scope of the study
This research examines the effects of short-term exchange programs on Vietnamese students, focusing on their perceptions of intercultural sensitivity and personal development upon returning home The qualitative study involved 15 Vietnamese undergraduates and graduates who participated in one-semester or yearlong study abroad programs across various ASEAN countries, including Indonesia, Malaysia, Cambodia, and Thailand The selected participants had recently completed their exchange programs within the past year and returned to Vietnam for further studies or employment.
Significance of the study
This study aims to benefit various stakeholders in the international education sector by contributing to the existing research on the impacts of international education experiences It seeks to provide valuable qualitative data for administrators, educators, and researchers regarding the effects of short-term study abroad programs in ASEAN countries on students' intercultural sensitivity and personal development Additionally, the study offers insights for students who have participated in short-term study abroad, encouraging them to reflect on their experiences Furthermore, it serves as a motivational resource for individuals who have not yet engaged in international educational opportunities, inspiring them to explore such experiences.
Organization of the study
This research paper is structured into five chapters, each serving a unique purpose Chapter 1 offers an overview of the study, including the background, statement of the problem, objectives, and research scope In Chapter 2, the literature review is presented, highlighting key definitions and concepts while identifying the research gap Chapter 3 focuses on the methodology, detailing the research design, participant selection, and the instruments and procedures used for data collection and analysis Chapter 4 is crucial as it reports the study's results and provides an in-depth discussion to derive several implications Finally, Chapter 5 summarizes the research findings and addresses certain limitations, offering suggestions for future studies in the same field.
LITERATURE REVIEW 1 Literature review
Intercultural competence – Intercultural sensitivity and
1.1.1 Intercultural competence and intercultural sensitivity
In the context of globalization, it is crucial that people possess intercultural communication competence (Bradford, Allen, & Beisser,
Intercultural communication competence (ICC) is defined as the ability to adapt behaviors to achieve communication goals in diverse cultural contexts (Bennett, 2004) ICC encompasses three key domains: intercultural awareness, which involves understanding and explaining different cultures; intercultural sensitivity, which reflects the appreciation and respect for cultural differences; and intercultural effectiveness, emphasizing the ability to modify behaviors to enhance communication in intercultural interactions (Chen & Starosta, 1996; Altan, 2018).
Intercultural sensitivity is considered essential for developing intercultural communication competence, as higher levels of sensitivity often correlate with improved communication skills across cultures This relationship highlights the importance of fostering intercultural sensitivity to enhance effective communication in diverse settings.
Measuring intercultural competence and sensitivity presents a significant challenge due to the absence of a universal framework or instrument (Behrnd and Porzelt, 2012, as cited in Maharaja, 2018, p 27) This gap has prompted the creation of various assessment tools, including Hammer and Bennett's Intercultural Development Inventory (IDI) from 1993, Osland's Intercultural Effectiveness Scale (IES) introduced in 2008, and Costa and McCrae's Big Five Personality Inventories (as cited in Nguyen, 2017, p 110).
Bennett’s Developmental Model of Intercultural Sensitivity (DMIS) (1993) was selected as the framework for this research due to its alignment with the qualitative design and objectives of the study This research aims to explore the progression of intercultural sensitivity during the entire exchange experience, focusing on the developmental process rather than solely the outcomes following the international experience.
Intercultural sensitivity is a developmental process that encompasses six key stages: Denial, Defense, Minimization, Acceptance, Adaptation, and Integration According to Bennett (1993), these stages represent the transition between two opposing concepts, highlighting the progression of individuals in their understanding and appreciation of diverse cultures.
Ethnocentrism is characterized by a lack of acceptance of cultural diversity and outgroups, leading individuals to avoid cultural differences (Berry & Kalin, 1993, as cited in Altan, 2018) In contrast, ethnorelativism represents a willingness to embrace and seek out cultural differences, highlighting an openness to diverse perspectives (Bennett, 2004).
The first three stages of cultural awareness—Denial, Defense, and Minimization—reflect an ethnocentric perspective Denial occurs when individuals fail to recognize cultural differences, showing an "inability to perceive or construct data from differing cultural contexts" (Bennett, 2004, p.150) This is followed by the Defense stage, where individuals view cultural differences in a polarized manner, categorizing their own culture as superior while perceiving others as inferior (Hammer et al, 2003, p 4) According to Bennett (2004), those in the Defense stage may exhibit feelings of superiority regarding their own culture and inferiority towards others, concepts referred to as "Denigration" and "Superiority."
Defense is Reversal, where the host culture is viewed as superior to the individual's original culture Unlike Defense, Reversal dismisses perceived threats from other cultures while still maintaining a polarized "us" versus "them" perspective The third stage, Minimization, marks a shift from this polarized view and the feelings of threat present in Defense to an appreciation of cultural similarities, emphasizing the "Minimization of human similarity."
“Minimization of values”, defined as “Universal values” (Bennett, 1993)
The last three stages of DMIS (Bennett, 1993): Acceptance, Adaptation and Integration are parts of the Ethnorelative orientation
In the Acceptance stage, an individual is able to realize and accept the behavioral and value differences in distinctive cultural contexts
However, this is not equal to the feeling of “agreement” as a person might accept the existence of “alternative value” and still fell that the
Figure 1 Stages of development in DMIS (Bennett, 1993) value is “inappropriate” or threatening (Bennett, 2004, p 14) Next is
Adaptation, which refers to the stage in which an individual starts to show adjustment in terms of behaviors based on the shift in worldview
Bennett (2004) also characterizes the stage with the concept of empathy
The ability to understand and adapt to different cultures is essential for effective communication and appropriate behavior in diverse settings This skill allows individuals to shift their perspective and engage meaningfully with people from various cultural backgrounds.
The Integration stage represents the final ethnorelative phase, where individuals develop a bicultural or multicultural identity, enabling them to engage in adaptable intercultural communication According to Bennett (1993), this state is characterized by "cultural marginality," reflecting a flexible identity that transcends traditional cultural boundaries.
Denial occurs when individuals perceive their own culture as the only authentic one, leading to a lack of awareness of cultural differences This mindset often results in self-isolation from diverse groups and a general indifference towards other cultures.
Defense Signified by negative stereotypes and critical attitude towards other cultures
Minimization Signified by ability to find commonalities between home and host culture, in other words, establish “superficial culture”
Acceptance Signified by ability to recognize and appreciate cultural differences through both behaviors and values People at this stage also demonstrate curiosity about other cultures and desire to learn
Adaptation Signified by the competence to communicate with people of other cultures and to incorporate the world view of others into their own world view
Integration Signified by the ability to have other cultural experiences move in and out of their own worldview, also to promote cultural understanding among others
Table 1 Description of DMIS (Bennett, 1993)
Personal development and Cross-Cultural Adaptability Inventory (Kelley & Meyers, 1995)
Personal development encompasses essential aspects of normal personality functioning and intellectual activity, including attitudes, values, and interests relevant to the college experience (Heist & Yonge, 1968; Kauffman & Kuh, 1984) It is further defined as a process of personal growth, maturity, evolution, and self-expansion (Kelly & Meyers, 1995; Maharaji, 2018).
To assess personal growth related to studying abroad, various measurement tools have been created However, establishing a standardized framework for evaluating personal development remains challenging, much like the assessment of intercultural competence Numerous researchers have investigated this area and introduced several models, including the Omnibus Personality Inventory (IPO) proposed by Heist.
& Yonge, 1968, as cited in Kauffman and Kuh, 1984, p.4); Big Five
Inventory (BFI); the Cross-Cultural Adaptability Inventory (CCAI)
In this study, the researcher chose to utilize the CCAI framework established by Kelley and Meyers (1995) due to its proven effectiveness and reliability in various quantitative and qualitative studies (Nguyen, Biderman & McNary, 2010; Maharaji, 2018) Additionally, the dimensions outlined in this model align well with the objectives of the current research.
The CCAI model measures an individual's cross-cultural adaptability, defined as their ability to effectively communicate and adapt to different cultures (Nguyen, Biderman, & McNary, 2010) This framework includes four key dimensions: Emotional Resilience, Flexibility/Openness, Perceptual Acuity, and Personal Autonomy, each of which plays a crucial role in enhancing cross-cultural interactions.
Measure the ability to deal with stressful feelings in a constructive way along with a positive attitude
Measures the ability to listen to others, to become acquainted with people of other cultures and to try to understand their worldview
Measures the ability to perceptually be attentive to verbal and non-verbal cues and the ability to communicate interpersonally
Measures the ability to deal with cultural conflict independently and successfully and to self-directed
Table 2 Description of CCAI scales (Kelley & Meyers, 1995)
Impact of short-term study abroad on intercultural competence,
competence, intercultural sensitivity and personal development
In this section, the researcher will give a brief overview on the studies conducted on the influence of short-term study abroad on students’ intercultural sensitivity and personal development
Research consistently highlights the positive transformations that college students undergo through study abroad programs Specifically, various studies indicate that even short-term programs, lasting as little as one month, provide valuable educational experiences that significantly enhance students' intellectual and personal development (Chieffo & Griffiths, 2004).
A series of studies have highlighted the positive impact of study abroad programs on students' intercultural competence and sensitivity Research involving American college students in a four-week exchange in England and Ireland showed increased acceptance and appreciation of foreign cultures (Anderson, 2006) Similarly, a study of Chinese students participating in a five-week exchange in England revealed enhanced empathy and understanding of other cultures (Jackson, 2008, as cited in Nguyen, 2017) Both studies utilized the Intercultural Development Inventory (IDI) framework developed by Bennett (1993), which was also employed in Pedersen's (2010) quantitative research, demonstrating that students engaged in intercultural activities gained significant intercultural competence compared to those who remained at home Nguyen's (2017) study using the Intercultural Effectiveness Scale found that students in short-term exchange programs exhibited an upward trend in intercultural competency Additional studies using the DMIS and CCAI frameworks confirmed improvements in students' intercultural sensitivity and adaptability (Williams, 2005; Marx & Moss, 2011) Furthermore, research by Clarke et al (2009, as cited in Maharaja, 2018) indicated that participants experienced both intercultural development and personal growth Maharaja (2018) also found that study abroad experiences led students to gain a deeper understanding and appreciation of both their own and the host culture, enhancing their overall cultural insights.
Research indicates that studying abroad significantly enhances personal development among participants McGourty (2014) utilized the Big Five Inventory (BFI) to assess the effects of both short-term and long-term study abroad programs, finding that students in both categories exhibited notable personal growth, characterized by increased openness, emotional positivity, and energy Similarly, Maharaji (2018) highlighted findings from a study using the CCAI model by Kelley and Meyers (2010), which showed that students participating in short-term exchanges experienced positive transformations, including heightened perseverance, self-sufficiency, self-awareness, and global-mindedness.
In the Vietnamese context, the impact of study abroad, particularly short-term exchanges, on students' intercultural sensitivity and personal development has garnered interest, yet remains under-researched Dong (2012) explored this topic in his study, "International Experience and Intercultural Sensitivity of American and Vietnamese High School Students," revealing that participants with broader international experiences demonstrated higher levels of intercultural competence and sensitivity Similarly, Nguyen (2015) examined the intercultural competence of Vietnamese students in Western countries, finding that these students became more open-minded, respectful, and curious about other cultures.
Research gap
Research indicates a significant lack of qualitative studies in the field, with quantitative research predominating Maharaji (2018) highlights that few investigations have explored both intercultural competence and personal development qualitatively While global studies have examined the link between short-term study abroad and intercultural competence, Vietnam remains underrepresented in this area Most existing research focuses on exchange programs in Western or East Asian regions, neglecting those in ASEAN countries These gaps in the literature have motivated this study, which aims to explore: (1) the changes in intercultural sensitivity among Vietnamese students participating in short-term exchanges in ASEAN countries; and (2) the personal growth experienced by these students during their exchanges.
METHODOLOGY 1 Research design
Participants
To ensure the reliability and quality of the research data, purposive sampling was employed Additionally, the sample size varied based on the specific data collection methods used.
Regarding the questionnaire, the sample consists of 15
Vietnamese students are often selected for research due to the cost-effectiveness and time-saving benefits they provide, making them ideal for generating in-depth information (Creswell, 2012, as cited in Maharaja, 2018, p 29) In purposive sampling, researchers intentionally select participants based on specific criteria that align with the research objectives, ensuring that chosen participants meet the necessary characteristics for the study (Creswell, 2012, as cited in Maharaja, 2018, p 29).
• Undergraduates or graduates from different universities in Vietnam
• Students participated in at least one exchange program in an ASEAN country
• The exchange programs must last for one semester or one year
• Students returned from their study program within one or two years
The researcher selected 15 students for the study, comprising 8 females and 7 males Among them, 6 participants were recipients of the Darmasiswa scholarship from the Indonesian government, allowing them to study at various universities for one year The remaining participants were awardees of the EU Share scholarship program, which enabled them to study in different ASEAN countries, including Cambodia, Malaysia, Thailand, and Indonesia, for one semester.
Student Gender Place of exchange
The study's interview sample consisted of five students selected through purposive sampling, based on their questionnaire responses The researcher focused on respondents with ambiguous or notable answers for further investigation Additionally, two respondents provided written reflections in the form of blog posts and Facebook notes, which were incorporated into the research methods Ultimately, the interview sample comprised three students, while two students contributed written reflections.
• Unclear explanation or elaboration of some answers
• Demonstration of interesting answers and ideas
• Demonstration of different stages of intercultural sensitivity development
The information of 5 selected students are summarized in the following table:
Table 4 Students profile (interview and written reflection)
2.2 Information about the short-term exchange programs
2.2.1 The Eu Share Scholarship program
The EU Share scholarship program, initiated in 2015, aims to bolster regional cooperation and improve the quality and competitiveness of higher education institutions in ASEAN This initiative seeks to enhance the internationalization of ASEAN students and contribute to the development of an ASEAN Community beyond 2015.
Students awarded the EU Share scholarship have the chance to study for one semester at a university in either ASEAN or Europe, with their academic credits seamlessly transferred to their home university's credit system.
Until now, the Share scholarship program has successfully organized 5 batches of exchange
The Darmasiswa scholarship, established by the Indonesian government in 1974, offers foreign students from partner nations the opportunity to study Indonesian language, culture, and arts at various universities across Indonesia for one year.
Data collection instruments
For this research, three data collection instruments were adopted namely questionnaire, semi-structured interview and written reflections
The qualitative questionnaire is divided into two key sections that explore students' reflections on their exchange experiences The first section consists of 10 open-ended questions aimed at capturing participants' insights during and after their time in host countries, particularly regarding their intercultural sensitivity The second section focuses on personal growth, where participants evaluate their agreement with various statements related to their behaviors and attitudes while living and studying abroad The survey items are closely aligned with the DMIS model (Bennett, 1995) and the CCAI framework (Kelley & Meyers).
The survey questions were designed to align with various stages of intercultural sensitivity development and to assess four key components of personal growth: emotional resilience, openness, perceptual acuity, and personal autonomy.
A semi-structured interview was utilized to gather subjective and in-depth information, complementing the findings from the questionnaire (National Science Foundation, 2002) This approach allows researchers to probe for additional insights, enhancing the depth of the data collected (Dahlberg & McCaig, 2014).
The interview focused on exploring the development of students' intercultural sensitivity and personal growth during their exchange period Participants were prompted to recall their experiences and validate their questionnaire responses Questions were crafted using Bennett's (2004) and Kelley & Meyers' (1995) frameworks to address gaps in the initial answers Students reflected on their perceptions and assumptions about their host countries before the exchange, as well as their behaviors when faced with cultural differences Additionally, they discussed their experiences after returning to Vietnam, including changes in personality, views of the host country, and career orientation The researcher also included follow-up questions to further investigate the relationship between intercultural sensitivity and personal growth in the context of their exchange experiences.
During the research process, some respondents mentioned their written reflections, such as blog posts and Facebook statuses, while completing the questionnaire These writings, created during or after their exchange program, prompted the researcher to consider them as valuable data for the study, leading to their inclusion as a data collection instrument.
According to Astalin (2013), utilizing written data collection instruments offers numerous advantages, particularly in reducing the "research effect," which can significantly impact participant responses during interviews (University of Portsmouth).
One significant advantage of documentary data is its ability to generate longitudinal data, enabling researchers to monitor changes in participants over extended periods Additionally, this type of data can yield spontaneous responses, which may lead to new and more in-depth insights.
Data collection procedure
The data gathering process lasted for one month, consisting of three main stages
In the initial phase of the study, the researcher identified potential participants based on specific criteria and reached out to them through email, social media, or in-person interactions Participants who consented to take part in the research were then asked to read and sign a consent form.
In the second phase of the study, a questionnaire was distributed to 15 participants through online channels such as email and Facebook, considering time and geographical limitations Participants were given two days to complete and submit their responses The collected data was then thoroughly analyzed to address the research questions and inform the design of the interview questions, as well as the selection of interviewees.
After organizing and reviewing the data from the questionnaire,
I selected three students for online interviews, each lasting approximately 30 minutes, instead of the initially planned five, as two surveyed students had submitted written reflections The time, location, and duration of the interviews were negotiated for maximum convenience Afterward, the participants received a thank-you email for their involvement in the study The information gathered from the interviews was thoroughly analyzed to clarify the students' questionnaire responses and to provide additional insights into the research questions.
At this stage, I also collected the written reflections from Facebook and personal blog of the two participants for documents analysis.
Data analysis instruments
Since this research aims at generating qualitative data, content analysis was employed to examine the collected data
Content analysis, as defined by Cole (1988) and cited in Elo and Kyngas (2007), is a method for analyzing written, verbal, or visual communication messages This technique has been widely utilized in fields such as communication, journalism, sociology, and business It enables researchers to test theoretical concepts and gain a deeper understanding of various phenomena Content analysis primarily comprises two approaches: inductive and deductive The inductive approach develops theories based on data, while the deductive approach tests existing theoretical frameworks For the purposes of this study, a deductive approach was employed.
Data analysis procedure
Since content analysis was adopted for this approach, the analysis procedure followed three main stages, which were: Preparation, Organizing and Reporting (Elo & Kyngas, 2007)
During the Preparation stage, data collected from questionnaires and interviews were systematically organized for analysis Questionnaire responses were entered into separate Word files named after each participant, while interview data were transcribed verbatim into distinct files This was followed by the Organizing phase, where the researcher created an unconstrained categorization matrix based on the DMIS and CCAI frameworks by Bennett (1994) and Kelley and Meyers (1995) According to Elo and Kyngas (2007), this type of matrix facilitates the discovery of new concepts within an established framework, which motivated the researcher to adopt it for the study in order to explore the framework and generate new insights.
Intercultural development stages (indicate the stage that each students go through)
Denial: Refusal to understand the host country Defense: Negative evaluation of host culture; feeling of superiosity or reverse superiority
Minimization: Ability to detect cultural similarities Acceptance: Understanding and appreciation of value and behavior differences
Adaptation: Change of perspective and behaviors to adapt to the host community
Integration: Marginal cultural identity and flexible cultural values
Table 5 Coding matrix of intercultural sensitivity
(indicate the features that the
Ability to handle stressful feelings; Maintenance of positive attitude student demonstrates in their answers)
Ability to listen to others Attempt to understand other cultures
Attentiveness to verbal and non-verbal cues Interpersonal communication
Ability to deal with cultural conflict
Table 6 Coding matrix of Personal growth
After establishing the coding matrix, the researcher meticulously analyzed the organized data, categorizing it according to matching criteria In the final Reporting stage, the researcher detailed and expanded on the categorized data This data analysis process is crucial for generating valid findings, ultimately enhancing the research's significance and effectiveness.
FINDINGS AND DISCUSSION 1 Data analysis
Personal development of Vietnamese students participating in short-
The research findings from surveys, interviews, and written reflections indicate significant personal development among participants during their exchange programs Notably, nearly all respondents reported improvements in openness, empathy, and independence, aligning with the four components of the CCAI model: emotional resilience, perceptual acuity, flexibility/openness, and personal autonomy A summary of the main themes derived from the analyzed data is presented in the table below.
Emotional resilience • Increased ability to deal with stress and other negative feelings during exchange
Flexibility and openness • Increased openness and acceptance towards certain strange cultural customs
• Interest and appreciation of the host religion
• Attempt and willingness to integrate into the host community
Perceptual acuity • Attempt to communicate with people from different cultures
• Attempt to understand feelings and emotions of others.
Personal autonomy • Establishment of clear personal goals
• Development of autonomy, independence and self-directedness
• Ability to deal with cultural conflict
Table 9 Personal development of Vietnamese students after exchange
A recent study on emotional resilience, defined as the ability to manage stress and recover from setbacks, revealed that nearly all respondents reported an enhanced capacity to cope with emotional challenges in their new study environment Specifically, 86% either strongly agreed or agreed that they felt more comfortable in group work and were better equipped to adapt to their surroundings Qualitative data further supported these findings, with participants expressing increased ability to handle stress related to their studies Many respondents expressed gratitude for the host country's educational offerings, highlighting "outstanding study facilities" and an "excellent knowledge base." Overall, studying abroad has enabled them to realize their full potential and expand their knowledge.
One year at UI was one year that I saw the true definition of education service
A participant highlighted how her university instilled "the necessary self-belief and confidence" to undertake significant projects she once thought impossible However, opinions varied on managing daily life pressures, such as homesickness, with nearly half of the students reporting stress, while others disagreed or remained neutral In terms of communication anxiety, most respondents indicated they experienced little to no difficulty conversing with fellow international students after acclimating to the host country Qualitative data from interviews and written documents revealed that all participants displayed a degree of flexibility in addressing emotional challenges during their exchange experience.
Self-identity awareness plays a crucial role in navigating cultural conflicts, as demonstrated by a student who successfully addressed challenges in her dormitory through a firm and decisive approach Similarly, another student studying in Indonesia experienced feelings of solitude during her exchange but overcame them by actively participating in the local culture.
Flexibility and opennes are defined as nonjudgmental and tolerant attitude towards foreign cultures; flexibility with new people, ideas and worldview (Kelley
A survey conducted among students revealed a strong willingness to engage with the host country and an increased tolerance for cultural differences After spending time studying abroad, 57.14% of respondents expressed enjoyment in traveling and trying local cuisine However, over 40% of students reported feelings of intolerance towards the host culture, preferring to maintain contact primarily with fellow Vietnamese exchange students.
The findings from interviews and written reflections revealed that students demonstrated increased openness and flexibility during their exchange experiences Participants noted their ability to overcome stereotypes about the host culture, actively embracing cultural differences and integrating into the local community One student who spent a year in Indonesia expressed how she dismantled her preconceived notions about the country, highlighting the transformative impact of the exchange on her perspective.
My year in Indonesia deeply enriched my understanding of its culture, enabling me to embrace new experiences with an open heart This journey revealed that my preconceived notions about Islam were misguided, highlighting the positive aspects of the faith.
Likewise, another participant reflected on her development appreciation towards her host nation:
I broke through stereotypes and embraced my new environment, adapting to become an integral part of the student community Through this experience, I discovered both the similarities and differences between the two curriculums, evaluation methods, and classroom dynamics.
In short, most of the students demonstrated an increased level of openness and acceptance towards their host country during and after their exchange
Perceptual acuity, which encompasses empathy and the ability to interpret verbal and non-verbal cues, plays a crucial role in personal growth (Kelley & Meyers, 1995) Survey results indicate that around 40% of students did not feel superior to their host country, while only 14.29% agreed with this sentiment, and 42.86% remained neutral Additionally, most respondents acknowledged an increased ability to recognize socio-cultural differences and similarities between their home and host countries, including behaviors, attitudes, and values A significant number also reported enhanced attentiveness and empathy in their communication with the local community Moreover, all respondents indicated that they became more proactive in engaging with their international friends.
Data from interviews and written reflections revealed that all participants developed a heightened sense of compassion and empathy during their exchange period They became more attuned to the words and actions of their international friends and actively sought to share feelings with them One participant expressed her enjoyment in engaging in a range of conversations, from casual to profound, with friends from diverse cultures, whom she viewed as representatives of their countries Another exchange student in Indonesia shared her experiences of striving to communicate and connect with her host community, which deepened her understanding of their behaviors and attitudes.
I learnt Bahasa to communicate with the locals All their warm affections for me I will never forget
Personal autonomy is a critical factor, defined by Kelley and Meyers (1995) as the ability to navigate cultural conflicts and maintain self-direction alongside clear personal values In their research, the questionnaire primarily emphasized the aspect of self-directedness, particularly concerning students' academic pursuits and daily activities.
A survey of students revealed that all participants felt empowered to set their own academic goals during their exchange at their host university, with approximately 70% expressing agreement and only 7.7% disagreeing Additionally, 60% of respondents reported an enhanced ability to balance their studies with daily life, while others remained neutral or disagreed.
All respondents agreed on the importance of balancing study, leisure, and housework for autonomy in daily life However, opinions were split on budget management; 30% of participants reported learning to control their budget during their exchange, while the remaining respondents felt they struggled to manage their expenses.
The surveyed students reported significant growth in self-confidence, maturity, independence, and self-awareness following their exchange study, highlighting key aspects of personal autonomy They expressed a newfound respect for their host country and pride in their Vietnamese and ASEAN identity One student articulated her development of both an ASEAN identity and a personal identity, which she cherished Interview data corroborated these findings, with all participants noting improvements in goal-setting, independence, and self-awareness For instance, one student shared her newfound ability to manage daily tasks like cooking and cleaning, which she previously thought beyond her capabilities Additionally, researchers noted an enhanced ability among students to navigate cultural conflicts, exemplified by one student who successfully addressed a cultural disagreement with her dorm mates using a calm and adaptable approach.
Major findings and discussion
Considering the analyzed data, researcher was able to draw out some major conclusions in answer to the following research questions:
- What are the changes regarding intercultural sensitivity of
Vietnamese students participating in short-term exchange in
- What are the changes regarding personal development of
Vietnamese students participating in short-term exchange in
The study abroad experience significantly influences students' intercultural sensitivity, leading many to transition from ethnocentric to ethnorelative perspectives Initially, exchange students exhibited Defense and Acceptance behaviors, characterized by stereotypes and assumptions about their host countries, alongside a desire to engage with the local culture Over time, they shed these stereotypes, recognizing cultural similarities and developing an appreciation for diverse values, with some even achieving the Integration stage upon returning home However, this development was not entirely linear, as some participants continued to display Defense behaviors during and after their exchange Notably, food and religion emerged as challenging topics for many, with participants expressing intolerance towards the local cuisine and critiquing certain religious practices and personalities of host citizens.
Research findings indicate that students showed significant personal development, particularly in emotional resilience, flexibility, and personal autonomy Utilizing a deductive approach and comparing data to Kelley’s Cross Cultural Adaptability Skills, the study highlights these improvements in students' adaptability and growth.
During their exchange, nearly all students reported increased emotional resilience, enabling them to better handle emotional challenges and adapt to new study environments While many experienced homesickness and loneliness, they actively worked to overcome these feelings over time Additionally, a significant number of students showed improved comfort in communicating with international peers, highlighting the positive impact of their experiences abroad.
Most students experienced increased appreciation for cultural differences and open-mindedness after spending time in host countries Data shows that they developed a deeper understanding, leading to the abandonment of stereotypes and misconceptions about the host culture Additionally, students actively engaged with their new communities by embracing local customs, learning the host language, and interacting with international peers.
The third aspect of personal development, perceptual acuity, highlights the importance of empathy and attentiveness in both verbal and non-verbal communication Students reported a heightened ability to critically observe the contrasts and similarities between their home and host countries Additionally, all participants recognized a growth in their attentiveness and empathy during interactions, striving to connect with their international friends despite language barriers and differing values.
The data revealed significant developments in emotional resilience, openness, and perceptual acuity among students, alongside a notable increase in personal autonomy Many students reported improved management of their studies and daily lives, including goal-setting and adhering to deadlines, although opinions on budget management were mixed Additionally, students expressed a deeper understanding of themselves and their identities, describing their transformations as becoming "more mature and independent" or experiencing a "complete evolution." Through their exchange experiences, they not only gained self-awareness but also developed what they termed an "ASEAN identity," characterized by pride in being citizens of ASEAN nations.
In summary, the data reveals valuable insights into Bennett’s model of intercultural sensitivity and Meyer’s framework for cross-cultural adaptability skills A key finding is that students gained a deeper understanding and appreciation of their host country during their exchange programs and continued to do so after their studies Additionally, they showed a greater willingness to integrate into the host community and successfully transitioned back to their home culture following their exchange experience.
The data indicated that students effectively managed emotional challenges, becoming more open and accepting of cultural differences, which fostered empathy Significantly, exchange students developed a deeper understanding of themselves and their host culture, leading to the formation of a strong ASEAN identity and pride in being an ASEAN citizen.
CONCLUSION 1 Summary
Implications of the study
Based on the findings about the impacts of short-term exchange on students’ intercultural sensitivity and personal growth, researcher was able to generate the following implications
The primary reason for students exhibiting Defense stage behaviors is their lack of knowledge about their host countries, as revealed by the findings from both exchange programs involved in this research.
The Darmasiswa and EU Share programs provide pre-departure sessions primarily aimed at acclimating students to the academic environments of their host countries However, it is crucial to enhance these sessions by including vital information about the host country's culture, lifestyle, and religion Strengthening connections between alumni and new exchange students can also better prepare them for their studies Many students have expressed a need for more information about the scholarship programs, highlighting the necessity for dedicated information sessions that cover essential details about the exchange program and host universities Additionally, incorporating intercultural communication education into the curriculum will equip students with essential skills for effective cross-cultural interactions Encouraging students to travel and engage in intercultural events will further enrich their understanding of diverse cultures and lifestyles.
Universities should implement an international student support service, such as a local buddy program, to assist exchange students during their stay in host countries Research indicates that many students successfully navigate emotional challenges and adapt to the local culture, largely thanks to the support from their local buddy friends at host universities.
3 Limitations of the study and suggestions for further study
This research focuses on intercultural sensitivity and personal development among Vietnamese students participating in short-term exchange programs within ASEAN countries It successfully addresses the research questions while uncovering additional insights Nevertheless, there are notable limitations that should be taken into account for future enhancements.
The study involved a small sample of 15 Vietnamese students for surveys and interviews, which allowed for in-depth data collection but does not represent all exchange students in ASEAN countries A limitation of the research is the reliance on self-reported experiences, making the findings potentially subjective Additionally, the data was gathered only after the students returned from their exchanges, lacking insights from before and during their time abroad.
To enhance the validity and reliability of findings, future research should involve a larger number of participants and incorporate observational methods as a data collection technique Additionally, it is hoped that subsequent studies will include diverse participants from various countries engaged in different exchange programs.
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APPENDIX A: QUESTIONNAIRE AND INTERVIEW QUESTIONS
QUESTIONNAIRE SHORT-TERM STUDY ABROAD IN ASEAN COUNTRIES AND ITS IMPACTS ON VIETNAMESE UNIVERSITY
STUDENTS’ INTERCULTURAL SENSITIVITY AND PERSONAL DEVELOPMENT
Nguyen Phuc Cam Nhi, a final year student from QH2015.F1.E1 at the Faculty of English Teacher Education, University of Languages and International Studies, is conducting research for her graduation paper on the impacts of short-term study abroad in ASEAN countries on Vietnamese university students’ cultural sensitivity and personal development Your participation in this survey is greatly appreciated, and all personal information will be kept confidential and used solely for research purposes.
Thank you very much for your help
First and foremost, please provide us some information about you
6 Country of exchange/ Name of exchange program:
8 Have you participated in other exchange programs prior to this exchange? If yes, then where?
Part 1: First of all, please answer the following questions very briefly:
• Why did you choose to study in this country?
• Why did you choose to study in your host university?
• During your exchange, what differences could you observe between you host and home country?
The differences can be in terms of lifestyle, attitude towards others, the way people communicate with each other, food, religion, etc
• Name things that you liked about your host country
• Name things that you didn’t like about your host country
• During your study at host university, what was the greatest difficulty you have encountered?
How did you cope with such difficulty? (Please write in details)
• Were there any difficulties that you encountered when living in your host country? What are these difficulties and how did you cope with them? (Please write in details)
• What are the most memorable experiences during your exchange? What are the worst experiences during your exchange?
• Did your host university offer you assistance and support during your exchange? If yes, then what did they do?
• What are your feelings when you return from your exchange? How do you think you have changed after your exchange?
Part 2: Please tick (v) under the column that best presents your opinion
Please reflect on your experience during and after your exchange and tick on the box that indicates your opinion
Agree Neutral Agree Strongly agree During the time living and studying in host country, …
I was comfortable working in groups at my host university
I often felt homesick and lonely/ I couldn’t overcome my feelings of homesickness and solitude
I was stressed because I couldn’t catch up with lectures and school work/ I could deal with the stress at school rather comfortably
I had ways to deal with the stresses of the new environment
I overcame my anxiety when speaking to international students
After a period of time studying and living in my host country, …
I couldn’t understand why people behave in certain ways in my host country
I just hung out with Vietnamese exchange students there
I became more tolerant of the differences in terms of culture, food, beliefs, etc between my country and the host country
I spent most of my time staying in my room
I tried to understand and explore the culture in my host country
I took every opportunities that I had to travel and explore new places in my host country
When I met new people, I tried to talk and learn more about their countries
After living and studying in host country, …
I felt my country is better than the host country
I became more aware of the similarities and differences between me and other people
I tried/ was more willing to understand the thoughts and feelings of international friends when I talked to them
I enjoyed sharing with my international friends about my home country
I became more sensitive to the gestures and language use when communicating with others
I was more comfortable making friends with other international students
During and after my exchange, I felt that …
I could set up my own study goals while studying in host university
I could balance my own time for study, housework and leisure
I tended to procrastinate when it comes to finishing my assignments
I could manage my own budget when living in host country
I gained more respects and appreciation for the values and beliefs of my host country, also for other nations
I gained more understanding of my own self
I felt prouder in being a Vietnamese, as well as an
I believe that all people, of whatever race, are equally valuable
1 Can you share with me your experiences of applying for the exchange?
2 What assumptions did you have about your host country before going on exchange? How did you perceive your host country before going on exchange?
3 How did your views about your host country changed after spending time there?
4 How did you manage to adapt to the new environment in your host country?
5 After your exchange, how do you think you have changed? In what ways? (How has your exchange affected your study, career prospect, personality, your view of other cultures, etc)
6 When you returned home, did you have any difficulties adjusting back to your daily life?
7 After your exchange, what are your views and perceptions over your home country and host country?
(H = Huyen, aged 23, female, exchange student in Chiangmai, Thailand, one semester; I = Interviewer)
I: Good morning! Thank you so much for agreeing to interview First, can you share with me about your experience of applying for your exchange?
H: I think in around March, 2017, my university sent announcement about a scholarship called The EU Share, and there was a list of many universities in Asia and some in Europe I think the announcement was pretty abrupt and I didn't have much time to prepare for the program so I think I had only 3 weeks to prepare for it I already I had IELTS and some other certificates to prepare for it so I was pretty confident In that program, we had a lot of options since it was an European and Asean network scholarships There were 11 countries in Asean and there were like 6 countries in Europe I finally chose Asean as the region to study because somebody back then told me that applying for Europe is rather risky so I decided that I would just go around this area When choosing a country, I was thinking about the economic development, the social safety and things like that So the most interesting country that came to me was Thailand and Indonesia, but then I see that there are more options in Thailand and I decided upon Thailand And when I was looking at the schools in Thai, I think I was a procrastinator, I applied nearly the deadline so I didn't have enough time to prepare for study plan or reference letter and I didn't want to put too much effort on doing that because I was also having a lot of work, I was training for another company, also busy with schoolwork I decided to choose a university with the least amount of papers and I finally chose Payap university because of those reasons So I went to Payap and I was admitted as an awardee in the scholarship in around June Then I had one semester exchange in Chiangmai, Thailand at Payap university from August to December
I: Do you have any regrets of choosing an Asean country over European country?
H: Actually I had, when I look at the photos of my friends going to European countries I was thinking like "Why didn't I choose an European country?" because they could go to a lot of other countries around Also going to Europe has always been my dream However, the experience in Chiangmai was so great It was wonderful, I had a lot of memories, I had a lot of good friends, I don't have problems with anything It was really like a great time for me, so I didn't regret it at all
I: Before you go on exchange, what were the assumptions that you had about Thailand? What were your views of Thailand before going on exchange?
H: So actually before going to Thailand, I had a short trip in Bangkok and in Pattaya in 2016 already so it was the year before I was taking the exchange program I had a little bit of knowledge and experience of Thailand I was thinking that the way people live there was kinda the same as Vietnam, and the food is great
My expectations for Thailand were that it would be quite similar to Vietnam, and I felt it was safe to visit One surprising aspect was that Thailand seemed less advanced, with many vendor shops and a countryside that resembled the poverty found in Vietnam However, the food was delicious and even cheaper than in Vietnam Overall, my assumptions were confirmed, as the two countries shared many similarities, with only minor differences in greetings and expressions.
I: How did people greet each other?
H: Yeah people waii, they bound and put their hands together
I: Is it applicable to everyone?
H: Yeah, they were pretty open I went to an international school so there are people from other countries as well And I live in an international dorm so in the dorm there were international students as well as in the schools People really respect the culture of the host country which is Thailand, and even for me and others, we all waii when we meet almost everyone
I: Yeah, okay So that's before you go on exchange But during the time there, how did the assumptions and views about Thailand that you had changed?
H: Let me think Uhm, before the exchange, I went on a trip, right During the trip, I met only Vietnamese people, I don't really have a lot of interactions with Thai people, and when I talked to Thai people, like in touristy areas, they were kinda aggressive, cuz they want us customers to buy their products right But when
I live in Chiangmai, which is kinda more relaxed, laid back style, mountain area
Chiang Mai, the former capital of Thailand, is a mountainous region known for its laid-back lifestyle, offering a stark contrast to the hustle and bustle of cities like Bangkok and Pattaya During my exchange, I experienced the local philosophy of "sabai, sabai," which encourages a relaxed approach to life, allowing for a slower pace where everything can be resolved easily Whether waiting in line for food or engaging with the community, the atmosphere is one of trust and kindness, making it a unique and enjoyable destination.
In Vietnam, it’s essential to secure your bikes and motorbikes with locks or park them in designated areas, as theft is a concern In contrast, Thailand offers a more relaxed atmosphere, especially in places like Chiang Mai, where people leave their bicycles unattended without worry The sense of safety allows individuals to enjoy their surroundings without constantly monitoring their belongings, whether at libraries or food stalls This secure environment fosters a laid-back lifestyle, making it easy to relax and unwind.
I: As you said, the lifestyle there was kinda relaxed and chilled, do you find any difficulties with such lifestyle, cuz it was kinda different from that of Hanoi?