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EFL students' telecollaborative journey to intercultural intelligence: Transformative engagement in classroom
Abdelrahman Abdalla Salih1, Lamis Ismail Omar1
1College of Arts and Applied Sciences, Dhofar University, P.O. Box: 2509, Postal Code: 211, Salalah, Sultanate of Oman.
Acta Psychologica
|February 10, 2026
Summary
English as Foreign Language students developed intercultural intelligence through virtual collaboration. Telecollaboration fostered curiosity, competence, and empathy, though some cultural framing persisted.
Area of Science:
- Applied Linguistics
- Intercultural Communication Studies
- Educational Technology
Background:
- Intercultural intelligence is crucial for globalized communication.
- Telecollaboration offers a platform for developing intercultural skills.
- Understanding student progression in intercultural development is essential.
Purpose of the Study:
- To investigate the development of intercultural intelligence in English as Foreign Language (EFL) students.
- To analyze Omani students' reflections during telecollaboration with American peers.
- To explore the impact of virtual intercultural interaction on students' cognitive and affective traits.
Main Methods:
- Qualitative descriptive methodology using structured classroom reflections.
- Analysis of Omani students' reflections across three telecollaborative phases.
- Application of an integrated theoretical framework, including Hall's 'Cultural Iceberg Model'.
Main Results:
- Phase 1: Curiosity, openness, and motivation observed despite limited intercultural exposure.
- Phase 2: Progress from intercultural awareness to competence, focusing on visible cultural aspects.
- Phase 3: Increased focus on invisible cultural components, demonstrating deeper understanding and empathy.
- Virtual interaction reshaped affective traits and cognitive schemata, aiding navigation of cultural nuances.
Conclusions:
- Telecollaboration effectively facilitates the development of intercultural intelligence in EFL students.
- Students progressed through stages of intercultural awareness, competence, and intelligence.
- Pedagogical approaches should address cultural framing and stereotyping to deepen intercultural conflict understanding.
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