







































 Landry 60 

BC TEAL Journal Volume 9 Number 1 (2024): 60–85 

https://doi.org/10.14288/bctj.v9i1.599 

Research Paper 

 

Leveraging Asynchronous Online Learning to Deliver Intercultural Learning Outcomes  

in an EAP Program: Lessons for Future Practice 

 

Michael Henry Landry 

University of British Columbia 

 

Abstract 

 

Having the intercultural communication skills required to navigate diverse communities is 

imperative, especially for international students. English for academic purposes (EAP) programs 

are one support offered in a wide range of contexts across post-secondary institutions in Canada 

to help students use English as an additional language (EAL) with their socialization into their 

new communities. However, there has been a lacuna in the research regarding how to 

meaningfully deliver intercultural communication outcomes in crowded EAP curricula. Drawing 

on a theoretical framework involving literature on EAP in Canada, additional language 

socialization, and intercultural communicative competence, this qualitative study presented the 

pedagogical strategies and implications of using online asynchronous intercultural learning 

outcomes in an EAP program in British Columbia, Canada. Data were generated from online 

questionnaires, student e-portfolios, focus groups, and individual interviews with students and 

graduate teaching assistant participants. Identified meaningful units of text in the data were 

coded, and the codes were gathered together into overarching and supporting themes. The 

findings point to the benefits of leveraging online platforms to find space for intercultural 

learning outcomes in EAP and key imperatives for delivery. 

 

Introduction 

 

The processes related to internationalization at post-secondary institutions in Canada have led to 

growing numbers of international undergraduate students from diverse backgrounds who use 

English as an additional language (EAL) at universities where the instruction and administration 

are carried out in English (Macdonald, 2019; Statistics Canada, 2016; Universities Canada, 

2014). This trend brings to the fore the long-held understanding in education of the importance 

for all fields to integrate cultural learning into course curricula (Coulby, 2006). Including 

intercultural outcomes is seen as one way to enhance students’ educational experiences, support 

a positive classroom climate on multicultural campuses (Cruickshank et al., 2012), and support 

the integration of international students and local students. Moreover, fostering these skills can 

adequately equip students with the skills they will need to thrive in diverse work and social 

environments during and after their studies (European Commission, 2013; UNESCO, 2013). 

 

 Making intercultural communicative competence (ICC) (Byram, 1997; 2021) a central 

feature and aim of overall learning outcomes in English for academic purposes programs (EAP) 

at Canadian universities is particularly important. Students in these programs typically aim to 

establish rewarding intercultural relationships and prepare for life on diverse campuses and in the 

broader global society (Van Houten & Shelton, 2018). In general, EAP programs focus on the 

communicative needs of students in academic and community contexts to prepare EAP students 

https://doi.org/10.14288/bctj.v9i1.599


 Landry 61 

BC TEAL Journal Volume 9 Number 1 (2024): 60–85 

https://doi.org/10.14288/bctj.v9i1.599 

for post-secondary studies in English (Hyland & Hamp-Lyons, 2002; MacDonald, 2016; Van 

Viegen & Russell, 2019). This process often involves developing students’ linguistic and cultural 

knowledge while also facilitating their transition and socialization into the culture of higher 

education in Canada (Douglas et al., 2022; Hyland, 2006; Marshall, 2024).  

 

 Moreover, for many of these students, pursuing their undergraduate studies in Canada 

represents a significant moment of transformation, bringing with it not only linguistic challenges 

but also challenges related to other areas of their lives, including homesickness, loneliness, and 

cultural differences (Zhang & Zhou, 2010; Zhou & Zhang, 2019) as well as social isolation 

(Douglas et al., 2022). Learners with emerging levels of intercultural competence may have a 

difficult time engaging in group work and may be less able to apply critical thinking skills, 

which can have negative impacts on their self-efficacy (a sense of competence) and academic 

success (Jacob & Greggo, 2001; Martin, 2016). In particular, studies (Myles & Cheng, 2003; 

Tweedie & Kim, 2015) have shown that EAP students may feel that their EAP programs do not 

adequately support the development of intercultural skills necessary for them to learn more about 

local culture and participate in the wider university community. 

 

 Despite the identified need to develop intercultural skills, intercultural learning outcomes 

in EAP settings are often overlooked in the Canadian context (Douglas & Rsvold, 2018). 

Moreover, when they are included, it can be done superficially (Young & Sachdev, 2011). One 

way to provide space for more intercultural learning outcomes has been to leverage 

asynchronous learning via online platforms. These platforms are seen as effective tools to 

provide flexible multimodal asynchronous learning opportunities through the use of videos, 

discussion boards, and quizzes to teach skills and content that might not fit into the time 

constraints of in-person class time (Foung & Kwan, 2023; Surtees & Yamamoto, 2021). It is 

important for EAP programs to align learning outcomes with the realities of students’ academic 

and social worlds in post-secondary settings (Raymond & Parks,2002). To enhance their comfort 

and mental wellness in these settings (Cheng & Fox, 2008), this study aims to explore the 

benefits of online asynchronous ICC learning outcomes on EAL development and student 

participants’ socialization into campus and local communities by identifying the materials and 

activities that most resonated with the students. This study aims to provide insight into how EAP 

programs in Canada can better approach ICC outcomes in the future. 

 

Literature Review 

 

Additional Language Socialization 

 

Additional language socialization is helpful when examining the potential impacts of teaching 

approaches. Additional language socialization helps to explore the multidirectional processes by 

which multilingual students develop additional language skills, build cultural understanding, and 

negotiate their identities (Duff & Talmy, 2011; Duff et al., 2019; Duff & Anderson, 2015). 

Research drawing on an additional language socialization framework recognizes the importance 

of investigating language and culture together within the context of their production (Ochs, 1996; 

Watson-Gegeo, 2004). Moreover, it emphasizes the role various affordances play in mediative 

language learning and cultural knowledge (Duff, 2007). These affordances can be teacher-led 

scaffolded instruction and consciousness-raising (Duff, 2010) or outside of the classroom and 

https://doi.org/10.14288/bctj.v9i1.599


 Landry 62 

BC TEAL Journal Volume 9 Number 1 (2024): 60–85 

https://doi.org/10.14288/bctj.v9i1.599 

across of variety of modes (Morita, 2004; Zappa-Hollman & Duff, 2015). In other cases, students 

might be left to independently figure out how to gain access to communities (Okuda & 

Anderson, 2018). 

 

 Attending university in a new country is an important period of transition for multilingual 

students, and additional language learning is an ongoing and nonlinear process that is 

experienced differently by each individual (Larsen-Freeman, 2015). At various stages of the 

process, individuals exercise agency by choosing to, or not to, adopt certain practices of that 

group, with the potential goal of gaining legitimacy in that group and with the effect of 

impacting the people with whom they interact as well as being impacted themselves (Duff, 2007; 

Duff & Anderson, 2015; Ochs & Schieffelin, 2017).  

 

ICC as a Crucial Skill at Canadian Universities 

 

On its own, intercultural competence is viewed as an ongoing developmental process that is 

never fully attained, with motivation, knowledge, and skills all playing a role in how one 

becomes more empathetic, ethnorelative, and adaptive in intercultural interaction (Deardorff, 

2006). However, the concept of ICC more deeply explores one’s ability to “interact with a 

member of a different social group in another language” (Byram, 2021, p. 19). A frequently cited 

model of ICC relevant to this study is Byram’s (1997, 2021) compositional model of ICC. The 

model contains three language-oriented components: linguistic competence, sociolinguistic 

competence, and discourse competence. These components are enhanced by the four 

intercultural elements (savoirs) of knowledge, education, attitudes, and skills. According to the 

model, linguistic competence involves the learner’s ability to employ the standard form of the 

target language. Sociolinguistic competence relates to the learner’s ability to interpret and create 

meaning in interactions. Discourse competence highlights the learner’s ability to create 

intercultural texts while simultaneously leveraging their cultural knowledge, strategies for 

interpreting, knowledge of real-world language, and ability to navigate the cultural conventions 

of the target community. 

 

 Enhanced sociocultural development in EAP programs is one area of need outlined in the 

literature. These learning outcomes are seen as valuable as they may help students to better cope 

with the challenges of intercultural communication after leaving their EAP programs (Keefe & 

Shi, 2017; Landry, 2023b). Consequently, there have been growing calls for including 

opportunities for intercultural interactions and other supports to develop social and intercultural 

skills in EAP programs (Douglas et al., 2022; Tweedie & Kim, 2015) as these types of skills can 

promote social engagement and connections leading to overall growth (Fox et al, 2014, Ranson, 

2016). 

 

Fostering ICC in the EAP Classroom 

 

EAP programs in the Canadian context vary in terms of their delivery and aims (Douglas & 

Landry, 2021; MacDonald, 2016; Marshall, 2024). However, many of these programs adopt 

content-based instruction (CBI), which aims to integrate the teaching of content with language-

teaching aims (Brinton et al., 2004; Larsen-Freeman & Anderson, 2011). Courses on the CBI 

spectrum can be content-driven “immersion programs” or more language-driven “theme-based 

https://doi.org/10.14288/bctj.v9i1.599


 Landry 63 

BC TEAL Journal Volume 9 Number 1 (2024): 60–85 

https://doi.org/10.14288/bctj.v9i1.599 

language programs” (Lyster, 2017, p. 2). The power of CBI is that it allows for both the 

inclusion of relevant and meaningful subject matter and opportunities for linguistic development 

in EAP settings (Brinton et al., 2004; Kim, 2006).  

 

 Although some EAP teachers might not feel comfortable talking about culture or feel that 

they lack the expertise (Bickley et al., 2014), many strategies for developing ICC in EAP 

programs have been discussed in the literature. One common feature of ICC learning outcomes is 

their focus on building both cultural knowledge and communication strategies (Byram, 2021; 

Godwin-Jones, 2013; Risager, 1991; Singh & Doherty, 2004). There is also a large emphasis 

placed on developing the skill of critical reflection mentioned in the research. Critical reflection 

as a skill has been viewed as crucial to the developmental process, and reflective tasks should be 

conducted in an ongoing manner (Kramsch, 2009; Liddicoat & Scarino, 2013). Reflection is seen 

are quite valuable in that learners often draw on funds of knowledge as they engage with others 

in a variety of contexts and make themselves more understandable to others when using language 

(Arnold et al., 2013). Funds of knowledge include linguistic or other resources acquired through 

the learner’s experiences that can be leveraged to foster learning (González, et al., 2005). 

Another prevalent strategy present in the literature is the use of intercultural exchanges. These 

exchanges can be facilitated in a classroom context either in-person or online (Bhowmik & 

Chaudhuri, 2021; Douglas, 2015; Douglas et al., 2022; Garson, 2017; Jund, 2010). Online 

exchanges have also been used to afford ICC learning experiences in an asynchronous manner 

online intercultural exchanges (Çiftçi, 2016; Galante, 2015; Lee & Song, 2019; Lewis & 

O’Dowd, 2016; Wu & Li, 2019; Zhang & Zhou, 2019). Another approach cited in the literature 

is the use of critical incidents (Byram, 2021; Hiratsuka, et al., 2016; Kumaravadivelu, 2008; 

Snow, 2015). According to Kumaravadivelu (2008), these activities involve role plays or 

situational discussions that compel learners to consider the space between their initial beliefs and 

what they have observed or learned. Others (Roberts et al., 2000; Senyshyn, 2019; Urban, 2012) 

have maintained that students can further enhance their ICC by learning to observe more and 

develop skills in ethnography.  

 

Research Question 

 

Past research has examined the inclusion of intercultural learning outcomes in EAP programs 

(e.g., Tweedie & Kim, 2015) and the benefits of online platforms (e.g., Surtees & Yamamoto, 

2021), but there has been little investigation regarding students’ perspectives on the efficacy of 

particular approaches or materials. This study aims to build on existing research to understand 

the efficacy and key teaching and learning implications of including online asynchronous ICC 

modules in an EAP program. The goal is to answer the following research question: What 

activities and materials in the online modules were most beneficial from the perspectives of the 

student participants regarding their EAL development and additional language socialization? 

 

The Study 

 

Study Context 

 

This study took place in an EAP program at a research-intensive English-medium university in a 

growing multicultural metropolitan area of British Columbia. The students in the study were 

https://doi.org/10.14288/bctj.v9i1.599


 Landry 64 

BC TEAL Journal Volume 9 Number 1 (2024): 60–85 

https://doi.org/10.14288/bctj.v9i1.599 

undergraduate students who were enrolled in the EAP program at Mountainside University1 

(MU) as a pathway to work toward the language proficiency requirements of their respective 

undergraduate programs. The courses in the EAP program are credit-bearing. Students enrolled 

in the program can register for up to two additional credit-bearing courses connected to their 

undergraduate studies. The program contains two levels (Level 1 and Level 2), and the students 

in this current study were enrolled in Level 2. To meet the admission requirements for Level 2, 

students are required to have the language proficiency equivalent of IETLS 6.0–6.5 or TOEFL 

iBT 80–89. Upon successfully completing Level 2, students meet the MU’s English language 

proficiency requirements for full entry into their programs. The overarching aims of the program 

are to support students’ English proficiency development and afford opportunities for them to 

become engaged in the campus and local community.  

 

 The EAP program draws on principles of theme-based learning and delivers learning 

outcomes through a combination of synchronous classroom learning and asynchronous online 

learning along with tutoring sessions, and language labs. The program uses a paired-skills 

approach. The students study reading and writing classes (6 hours per week) and listening and 

speaking classes (6 hours per week). In addition, the students also complete 3 hours of online 

asynchronous learning. The online work is divided into two subjects: Campus Life Skills 

(sometimes referred to as CSS by GTAs and students) and Intercultural Communicative 

Competence. The students dedicate approximately 1.5 hours to complete each module. The 

program also provides 3 hours of language labs, which are used to create opportunities for the 

students to become actively engaged in campus and local communities. In total, the students 

complete 20 hours of weekly EAP activities in the program, totalling approximately 240 hours of 

EAP instruction per semester.  

 

The ICC Modules in this Study 

 

As mentioned above, the students completed approximately 1.5 hours of asynchronous learning 

tasks each week. The curriculum for the ICC modules included a series of learning outcomes that 

closely aligned with the five dimensions of intercultural communication from Byram’s (1997; 

2021) model of ICC, and the attitudes, knowledge, skills, and outcomes present in Deardorff’s 

(2004; 2006) pyramid model of and process model of intercultural competence. There were five 

modules, and each module was completed over two weeks. The modules were introduced to each 

class during the first week of classes, and the students started the modules in the second week. 

An overview of the core tasks is provided in Appendix A. The submissions for each week were 

assessed as pass/fail using a single-factor rubric (see Appendix B). In designing the modules, 

importance was placed on ensuring that the content suited the local needs of the students and 

drew on the principles of multimodality, accessibility, and representation in the design process 

(Surtees & Yamamoto, 2021). 

 

Participants and Recruitment 

 

Students from two cohorts of EAP Level 2 were approached to participate in the study. The first 

recruitment occurred in November of the September–December Fall semester. These students 

completed EAP Level 2 and the ICC modules in the Fall semester. The second recruitment 

 
1 A pseudonym 

https://doi.org/10.14288/bctj.v9i1.599


 Landry 65 

BC TEAL Journal Volume 9 Number 1 (2024): 60–85 

https://doi.org/10.14288/bctj.v9i1.599 

period took place in March for the January–April Winter semester. These students completed the 

EAP Level 2 and the ICC modules from January to April. In total, thirty-six (n=36) students 

participated in the study. Moreover, two Graduate Teaching Assistants (GTAs), who served as 

the instructors and facilitated the ICC modules in each semester of the academic year in which 

this research took place, were also recruited as participants.  

 

Data Collection  

 

Due to the importance of designing research to fit the goals, questions, and context of a study 

(Ravitch & Riggan, 2017), case study methodology was used in this study to explore a specific 

group of students’ experiences with an educational innovation. Case study research design aims 

to provide a “rich contextualization and a deep, inductive analysis of data” from the research site 

(Duff, 2013, p. 1). Consistent with the principles of case study methodology (Merriam, 1998; 

Miles et. al, 2014; Yin, 2009), multiple tools were used to collect data: a qualitative 

questionnaire, focus groups, individual interviews, and document analysis of the student e-

Portfolios. The aim of using multiple instruments was to provide a holistic understanding of the 

participants’ lived experiences as well as to achieve greater reliability and enhance the 

trustworthiness of the findings (Duff, 2020). To gauge the proximal impacts of the modules, the 

qualitative questionnaires were administered at the end of each semester, and the two focus 

groups were each conducted shortly after the students had completed the EAP program and 

started their full-time studies in their subsequent programs. To illuminate potential distal 

impacts, individual interviews were conducted with two students after they had completed a full 

semester outside of the EAP program. The interviews with the GTAs (n=2) were conducted in 

May and June after all of the students had finished their EAP programs and the grade appeals 

deadline had passed. 

 

Data Analysis  

 

The data were analyzed using an approach to thematic analysis informed by Braun and Clarke 

(2006, 2022) and approaches used in studies exploring similar research areas to the current study 

(Douglas, 2015; Douglas, 2020; Douglas et al., 2020; Douglas et al., 2022; Pilin et al, 2020; 

Riley & Douglas, 2016). Extracts of data that were viewed as meaningful to the research 

question were assigned codes. These codes were subsequently assigned categories and placed 

under overarching themes containing a central idea. In some cases, supporting themes were used 

to help contribute to the salience of a particular overarching theme. Qualitative narrative 

accounts were then reported in the findings to convey the lived experiences of the learners in 

their voices. Minor typographic and sentence structure issues were revised slightly to facilitate 

reading of the extracts.  

 

Results 

 

Student Reflections on the General Benefits of the Modules 

 

There was a prevalent thread in the data that the modules were generally beneficial to the 

students. Participant 19 expressed that the online lessons “helped me a lot.” Participant 34 stated 

that they “really enjoyed all of the components of the class and did my best to learn, practise and 

https://doi.org/10.14288/bctj.v9i1.599


 Landry 66 

BC TEAL Journal Volume 9 Number 1 (2024): 60–85 

https://doi.org/10.14288/bctj.v9i1.599 

engage in communications to improve in all areas.” Similarly, Participant 5 noted in their 

questionnaire that they “really enjoyed them” and did not see them as “homework” adding that 

they “saw them as activities that helped me grow as a person and professional.” Figure 1 below 

shows that the students found Modules 1 and 2 as the most engaging. Regarding Module 1, some 

participants mentioned that they saw value in learning about new cultures. Participant 26 

reflected that module one allowed them to “learn more about the culture that I don’t know.” 

Participant 22 wrote on the questionnaire “I enjoyed learning cultural differences and 

similarities.” Similarly, Participant 3 commented that they “know more about others’ cultures.” 

More participants corroborated this general increased knowledge of other cultures, with 

Participant 36 noting “I learned something new about how other people think about aspects of 

culture, and knowing some invisible aspects in our life.” Regarding Module 2, Participant 15 

focused on the importance of understanding visible and invisible culture, writing that they 

“seldom noticed it before.”  

 

Figure 1 

 

Favourite Module 

 

 
 

 In terms of the platform and delivery, there appeared to be both benefits and drawbacks. 

Some of the students saw value in having the opportunity to familiarize themselves with a new 

way to study. For example, Participant 9 commented during a focus group “Before I came here, I 

never heard about the navigator. [name of learning management system]. I never heard about the 

modules. And it’s, yeah, as far as I don’t know what modules, what is a syllabus. ((laughs)).” 

Echoing the potential impact of online asynchronous study might have had on other courses and 

their academic transition, Participant 4 commented in the focus group: 

 

I’ll say the most helpful thing that EAP gave me is that it kinda get me used to the online 

courses and stuff. ‘Cause back in [name of home country], there’s nothing such as online 

courses. It’s kind of a transition thing. 

 

 However, there were also drawbacks identified in the data, and these are explored more 

deeply in section the task set-up section below. Overall, there appeared to be opposing views 

42%

25%5%

17%

11%

Favourite Module

Module 1 Module 2 Module 3 Module 4 Module 5

https://doi.org/10.14288/bctj.v9i1.599


 Landry 67 

BC TEAL Journal Volume 9 Number 1 (2024): 60–85 

https://doi.org/10.14288/bctj.v9i1.599 

regarding online learning versus in-person learning. For example, Participant 14 commented that 

“it would have been better if it was in class.” However, Participant 6 wrote about the benefits of 

online asynchronous study writing on their questionnaire that “online learning is a kind of 

learning, sometimes even better than in-person.” In addition, Participant 34 appeared to see the 

overall benefits of online learning stating that “even though I’m an online student, all the 

components of the class were effectively explained and detailed to improve my English skills.” 

 

Findings Related to Module Tasks and Activities 

 

In addition to the general comments about the overall benefits of the modules, four 

interconnected overarching themes and supporting themes were identified in the data relating to 

specific tasks and materials in the online modules. As outlined below in Figure 2, the 

overarching themes are opportunities to reflect, learning through interaction, the ability to 

develop communication skills, and effective task management. 

 

Figure 2 

 

Overarching and Supporting Themes  

 
 

Opportunities to Reflect 

 

An overarching theme identified in the data was related to the perceived importance of having 

opportunities to reflect. The supporting themes was knowledge of self and challenging biases. 

 

•Developing Skills 

•Cultivating Ways of 
Relating

•Clear Instructions

•Balancing 
Workload

•Acquiring New 
Knowledge

•Accepting New 
Perspectives

•Supporting 
Relationships

•Understanding 
Oneself

•Exploring Biases

Opportunities to 
Reflect

Learning 
through 

Interaction

The Ability to 
Develop 

Intercultural 
Skills

Effective Task 
Management

https://doi.org/10.14288/bctj.v9i1.599


 Landry 68 

BC TEAL Journal Volume 9 Number 1 (2024): 60–85 

https://doi.org/10.14288/bctj.v9i1.599 

Understanding Oneself 

 

One supporting theme related to the overarching theme of opportunities to reflect was knowledge 

of self. In particular, the students in the study seemed to view the modules as opportunities to 

reflect more about themselves and their interactions with interlocutors from diverse backgrounds. 

For example, Participant 4 wrote in the questionnaire that they “learned to think about what kind 

of things are counted as part of the culture, makes me feel like I have more understanding of 

myself.” Similarly, Participant 21 wrote on the questionnaire that “when I touch with new things, 

I would link these with culture aspects and think about culture related to me.” 

 

Challenging Biases 

 

Also related to the overarching theme of opportunities to reflect was a strong supporting theme 

of challenging biases. The students appeared to benefit from the opportunities to reflect afforded 

in the module tasks and challenge some of their current perspectives. For example, Participant 20 

noted in their questionnaire that they “learned to question myself.” Participant 8 also reflected 

that “by being introduced to other cultures, you open yourself to new ways of thinking. This 

makes you second guess your ideologies from your own country.” Participant 14 also 

acknowledged the ongoing nature of this process of critical reflection writing on their 

questionnaire that “learning never ends, and I have to be more critical and question myself all the 

time.” Similarly, during their individual interview, Participant 22 explained how they leverage 

their critical thinking skills in intercultural communication and commented: 

 

You shouldn’t act like you’re 100 percent, right and then other’s opinions are 100 percent 

wrong. So, in order to filter the wrong information, or in order to evaluate other people’s 

information, I think, yeah, critical thinking skills are like always necessary. And they’re 

gonna help me in the future.  

 

Similarly, Participant 5 wrote, “I think that when you learn from another culture of different 

ways of thinking it’s almost impossible to stay with the same ideology with which you started.” 

 

Learning through Interaction 

 

Another overarching theme that was identified in the data was learning through interaction. The 

central organizing idea of this overarching theme contained the supporting themes of acquiring 

new knowledge, accepting perspectives, and supporting relationships. 

 

Acquiring New Knowledge 

 

A supporting theme related to the overarching theme of learning through interaction was new 

knowledge. It seemed important for the activities to have high levels of interaction to afford new 

knowledge about different cultures. In particular, Participant 17 commented that the interactive 

tasks gave them “chances to compare and contrast different cultures.” In particular, Participant 

14 noted in their questionnaire that “throughout the different modules, we had to read our 

classmates’ work and stories which has increased my way of listening to them and 

understanding.” Similar sentiments dealing with learning from others were expressed in the 

https://doi.org/10.14288/bctj.v9i1.599


 Landry 69 

BC TEAL Journal Volume 9 Number 1 (2024): 60–85 

https://doi.org/10.14288/bctj.v9i1.599 

focus groups. In the same focus group, Participant 21 noted that “there are a lot of modules 

which we need to work together with somebody else.” She continued and further noted that the 

cultural diversity of the EAP class included “students from multiple cultural backgrounds” and 

that in working with diverse others, they “got to know more about the different cultures.”  

 

 The activity that asked students to find news stories from their home country related to 

local issues in Canada and sharing these connections on the discussion board seemed to be a 

particularly beneficial task. In their focus group, Participant 21 mentioned the beneficial nature 

of this activity commenting:  

 

We had a module which asked us to talk about an event or news in our own country and 

compare it with the things in [name of the city where the study took place]. And, for that 

module, I can see we need to compare the different cultures and the things happening in 

different countries.  

 

Accepting Different Perspectives 

 

 Another supporting theme related to the overarching theme of learning through 

interaction was accepting different perspectives. In particular, some participants seemed to 

connect interactive tasks with becoming more open-minded. Participant 28 reflected on the 

questionnaire that finding differences between cultures gave them “different perspectives.” 

Participant 36 commented on their questionnaire that “I am more receptive when facing some 

cultural differences.” Moreover, Participant 34, who completed EAP Level 2 remotely from their 

home country due to the Covid-19 pandemic seemed to value having the opportunity to be 

exposed to and learn about other cultures in the modules. In the second focus group, they 

commented: 

 

Well for me, this is the first time that I have been involved with people who are mainly 

from Asia because I come from [country’s name]. So, it’s a Latin American country. 

And, it was great to see the difference between the cultures of people that are from other 

parts of the world, like, as I said before, their perception of things. 

 

This thread of acceptance through sharing appeared to be also felt by Participant 10 wrote that 

activities that helped them become able to understand different cultures enabled them to 

“become much acceptable towards others from different cultures.”  

 

Supporting Relationships 

 

A final supporting theme related to the overarching theme of learning through interaction was 

supporting relationships. There appeared to be a general sense that the tasks supported their 

ability to socialize. For example, Participant 4, said that submitting a video about visible and 

invisible aspects of their national culture and how those aspects relate to their identities was 

supporting relationships. They noted that students were able to “see people from different 

countries … and the cultures. You can see some kind of avoidance to the cultural differences 

and, so you can avoid the problems.” In another questionnaire response, Participant 34 expressed 

the value of building knowledge with their peers in the modules writing that “it allowed me to 

https://doi.org/10.14288/bctj.v9i1.599


 Landry 70 

BC TEAL Journal Volume 9 Number 1 (2024): 60–85 

https://doi.org/10.14288/bctj.v9i1.599 

understand my classmates’ perception of situations that were happening in their countries and 

that were relatable to mine. I feel it was a module that helped us feel engaged with each other.” 

Participant 9, seemed to indicate that the activities in the modules served as a way for them to 

learn more about their broader social networks beyond the EAP classroom. She stated that she 

would “ask roommates or friends” about the themes discussed in the module.  

 

Developing Intercultural Skills 

 

Another overarching theme related to the research question evident in the data was developing 

intercultural skills. The central organizing idea of this overarching theme contained the 

supporting themes of developing skills and cultivating new ways of relating. 

 

Developing Skills 

 

For example, Participant 34 explained in the second focus group that the modules helped them 

“expand my knowledge in intercultural communication and culture and how to socialize with 

others.” Being able to enhance observation skills appeared to be important. Participant 34 

believed, “By being able to visualize my classmates’ perceptions and way of engaging in the 

discussions for the modules; my ability to observe the contrast between behaviours has 

improved.” Participant 20 mentioned the importance of noticing “differences between Canada 

and China” and Participant 30 felt that it was important to “peers’ cultures.” 

 

 Recognizing and using different styles of communication was a further area of 

development prevalent in the data. In particular, Participant 30 wrote, “In my opinion, it is 

important to be a good listener and also be able to understand other people’s communication 

styles because they can be very different from one another.” A member of the first focus group 

(Participant 3) shared a similar view stating the modules teach the students “direct and indirect 

communication like that. And, we have like a chance to record our videos and practise with our 

friends, so that kind of thing makes it truly affects me ‘cause it lets me like how can you 

communicate with others.”  

 

 Also related to communication styles, Participant 28 commented on the importance of 

commenting in the asynchronous discussion boards explaining in that focus group that this 

process helped them to “practise using indirect or direct ways to answer them or make a 

conversation with others. And, that helps a lot.” Analysis of the critical incidents task in One 

meaningful task appeared to be the critical incidents exercise in Module 3.2. The task asked the 

students to decide whether they would use a direct or indirect communication style to express 

their point of view. Reflecting on their rationale for choosing to alter their communication style 

in the situations presented in the task, Participant 3 wrote in their e-portfolio:  

 

For the group work, the main purpose was to get the work done properly rather than 

make friends with my group mates. As a result, I would tell the member straightforwardly 

that he or she had to make more contributions to our project as well as the consequences 

if it did not cooperate. What I was expecting was simply for the members to get involved 

in our group. 

 

https://doi.org/10.14288/bctj.v9i1.599


 Landry 71 

BC TEAL Journal Volume 9 Number 1 (2024): 60–85 

https://doi.org/10.14288/bctj.v9i1.599 

Cultivating Ways of Relating 

 

A final supporting theme related to the overarching theme of developing communication skills 

was ways of relating. An activity that required students to make a news story from their country 

relatable to someone from the local area appeared to be meaningful to the students. Some of the 

news topics the students found relevant to locals that were presented in their e-Portfolio 

submissions for Module 4 included topics such as gender equality, national parks and nature, 

democratic values, constitutional monarchies, charity, crime, and environmental protection. For 

example, Participant 4 wrote about acts of charity in their e-portfolio submission as a 

universality that people experience which can be used to help individuals from different cultures 

relate to one another noting: 

 

An 11-year-old Abbotsford girl, with the help of a friend, has so far raised more than 

$2,500 for Ukraine after initially setting out to collect $50. Hailey Townsend is selling 

handmade bracelets, bookmarks and other donated items from a stand outside her home 

(Hopes, 2022). She is very sympathetic and kind, and she collected money for Ukraine 

through her and her friends’ efforts. She is like the people in China who donate money to 

some areas that had disasters. Even though $2,500 is not a huge amount of money, it is 

the right thing we need to do.  

 

 Participant 22 also seemed to view this task as an opportunity to learn about different 

ways of expressing oneself in writing and relating with others stating: 

 

And, we also had an activity where we had to say something that happened in our country 

and how we can translate it to someone from other parts. So, I also got to understand and 

learn a lot about their ways of seeing things and things that were happening in their own 

country. So, I also saw a lot of differences between writing and how they express 

themselves. 

 

In their individual interview, Participant 22, raised an activity they retrospectively viewed as 

relevant saying “I think it was related to news from your country. Yeah. It was pretty interesting 

that I was able to see other countries’ news and then the students’ own perspectives on that news. 

I still remember it pretty vividly.” 

 

 Memes were another task that the students found particularly rewarding. In particular, 

Participant 23 rationalized her choice of her favourite module because she liked to “talk to others 

more and learn more about their ideas.” Participant 6 wrote on their questionnaire that they liked 

the modules because they could “make meme pictures and see others’ work, they are so 

interesting.”Memes seemed to be a way for them to balance academics with emotional well-

being. They commented that memes “can make me happy, so I will be successful on campus, 

like mental health.” In their written description of their meme, Participant 22 reflected that: 

 

In my opinion, memes help build relationships and communities. This is because memes 

are not only funny but also can help people notice some social issues. Through memes, 

we can see what is going on in the world. For instance, when something goes viral, 

people make memes related to the topic to grab people’s attention. Memes make it easier 

https://doi.org/10.14288/bctj.v9i1.599


 Landry 72 

BC TEAL Journal Volume 9 Number 1 (2024): 60–85 

https://doi.org/10.14288/bctj.v9i1.599 

for us to talk about things we are not familiar with or things that seem uncomfortable to 

discuss. 

 

 Similar sentiments were echoed by Participant 28 who commented in their focus group 

that memes help a lot because they make use of English to think without our first language, and 

that’s the most helpful thing for us. They continued adding that memes can help them “speak 

English more logically, and that can improve our English. They concluded their thoughts on 

memes by stating that they “can make me happy” and improve “mental health so I will be 

successful on campus.” 

 

Effective Task Management 

 

Another overarching theme that was identified in the data related to the students’ concern over 

task management. The central organizing idea of this overarching theme contained the 

supporting themes of clear instructions and balancing workloads. 

 

Task Set-up  

 

One supporting theme related to the overarching theme of effective task management was clear 

instructions. In particular, the students in this study seemed to feel that clear communication 

between them and the GTAs regarding assignment details and deadlines impacted their overall 

asynchronous online learning experience. For example, Participant 9 wrote on their questionnaire 

that it was “a little hard to find at first because it’s [the workload for the week] always not in the 

To-Do List or Assignments [widgets in the online course shell].” Participant 9 elaborated on this 

during the first focus group stating “I don’t know if anything go wrong with the system actually, 

but the ICC module is not listed on the To-Do List.” Participant 34 also shared some of the 

negative impacts caused by poor communication during the second focus group, explaining: 

 

Well, I just want to share for the final thoughts that I think the ICC modules were for me 

a commitment of a daily uh- weekly work because in my experience, I didn’t submit the 

first week on time, and that was because I didn’t expect that I had to do that each week. 

So then, after that situation happened to me, I started to submit everything on time, and I 

understood like I always knew each week that I had to do ICC modules. 

 

 Such experiences seemed to lead to further time management challenges, with Participant 

4 seemingly corroborating the sense of unclear expectations adding that they “just agree with 

what you guys says. I had to, I had to finish the assignment for like 6 weeks in the last three days 

of class.” ((laughter)). Similar sentiments were echoed by a student who wrote on the 

questionnaire that “face-to-face lessons would have been much better because sometimes it’s 

really hard to get the idea of the topic via online class” while another student suggested that the 

EAP program could “maybe make it easier to keep track [of]” module tasks. 

 

 The GTAs who facilitated the course suggested that some initial in-person interaction at 

the beginning to introduce the modules and expectations would have positively impacted buy-in. 

GTA commented: 

 

https://doi.org/10.14288/bctj.v9i1.599


 Landry 73 

BC TEAL Journal Volume 9 Number 1 (2024): 60–85 

https://doi.org/10.14288/bctj.v9i1.599 

Well, the challenge was that it was so entirely asynchronous that I lamented that I didn’t 

get to have an opportunity to introduce it and frame it as something that ‘You’re gonna 

really look forward to this. You’re gonna love it. You’re gonna learn from it.’ to create a 

little bit of inspiration going in the door. And, I lamented that I didn’t have that 

opportunity. I felt that would have pushed the learning a little bit further, the expectation 

of learning.  

 

They went on to add: 

 

I almost think that that 15-minute window at the beginning of the unit, and I say 15 

because then you’d get like a 30, you know might include an introduction to that final 

one saying ‘I just want you to know this is coming.’ to put it on people’s on their radar 

mentally so that they’re aware that they’re going to do something really new and 

interesting and so they don’t get to that end and think ‘Well, this is- you know what I’ve 

got- I’ve got other things to do and I can’t.’ 

 

GTA 2 also saw the value of this in-person contact as positive for both GTAs and students 

saying: 

 

Well, most of the students, and obviously this is coming out of COVID, but one thing 

they obviously always want, they wanted this for CSS too, is to be able to have more 

collaboration in person. So, I don’t know if there would ever be like, not necessarily 

every week, but maybe every two weeks or every three weeks, just have a moment where 

they can still have those sessions, have those same assignments potentially, but come 

together with one another.  

 

Balancing Workload 

 

Another supporting theme related to the overarching theme of effective task management was 

achieving balance concerning workload. The student participants’ responses also seemed to 

indicate that the asynchronous online modules presented some challenges. One challenge that 

was salient in the data was workload. Two students commented on their least favourite module, 

with Participant 1 stating that “there’s too much work to do” and Participant 35 commenting that 

there was “a lot of work to do.” These sentiments were conveyed in the first focus group. When 

discussing the time and effort dedicated to completing some module tasks, one of the participants 

mentioned during a focus group: 

 

Participant 3: Well actually, when I dislike doing the assignment like recording videos  

  or audio. It takes so much time, but I mean that is at that moment. But,  

  looking back, right now, I think it really benefits me a lot. 

Researcher:  But in the moment, it feels like a lot of work. ((implying question)) 

Participant 3:  Uh, yeah. ((laughter)) 

 

 In the same focus group, Participant 21 mentioned that they had “already finished the 

EAP course. I think the module, the assignment about the ICC module could be a little more 

difficult and complicated. Then, I think that would be better.” Other members of the focus group 

https://doi.org/10.14288/bctj.v9i1.599


 Landry 74 

BC TEAL Journal Volume 9 Number 1 (2024): 60–85 

https://doi.org/10.14288/bctj.v9i1.599 

showed disapproval with gasps and murmurs of “No.” Participant 9 seemed to comment on the 

fear of overloading future students with work and commented: 

 

EAP already has five parts, like listening, speaking, writing and reading, and ICC, CSS, 

and lab. But it also already has many—like much work to do, but don’t make it more 

difficult for them. Yeah. ((laughs)) 

 

 The above exchange is interesting to me because, in saying “don’t make it more difficult 

for them” she was viewing me less as a researcher and more as a participant, acknowledging my 

role as the person in the module videos and the designer of the modules. However, she still felt 

comfortable to share this view. When I invited the participants to share any further comments 

about the modules the same participant added: 

 

Yeah, it’s just like, I don’t wanna academic all the time, especially for the beginners. 

Like, you just get into another country and get in touch with another new culture like that. 

So—but just don’t push students too hard.  

 

 Participant 3 followed up on this point. She suggested that the focus of the modules 

should be on social interaction emphasized the importance of “balance” and stressed that “the 

topic [of the modules] is communication.” Further emphasis on the importance of balance was 

identified in the e-portfolio task that asked the students to write a letter to their future selves four 

years into the future. In particular, Participant 3 wrote “Thanks for being so hardworking and 

passionate about our studies. I know you have tried your best to maintain your academic 

performance and social life.” Participant 34 wrote in her letter to herself to “be responsible but 

don’t forget to enjoy, make friends, do more volunteer work, try different food and explore all 

the different parts of Canada.”  

 

Discussion and Implications 

 

There has been a growing understanding of the importance of embedding intercultural learning 

outcomes in EAP curricula (e.g., Douglas et al., 2022). However, curricular constraints make the 

process challenging. Consequently, this study aimed to uncover key features of ICC learning 

outcomes EAP practitioners should consider when designing activities and materials by 

exploring students’ perspectives of online ICC modules in an EAP program. Overall, the 

students seemed to perceive the modules as beneficial to their studies in EAP and life on and off 

campus.  

 

 The findings seem to reveal the importance of having opportunities to reflect. In 

particular, the data highlight the importance of drawing on the learner’s knowledge resources as 

starting points in the instructional approach and providing opportunities to carry over this 

knowledge and previous performances to different contexts. The findings appear to echo the 

findings of other studies showing that activities which encourage the students to reflect on 

existing knowledge and experiences can make the language and other learning outcomes 

meaningful for them (Arnold et al., 2013; Landry, 2019). Another interesting finding related to 

the students’ perceived importance of being able to critically reflect and challenge biases. These 

findings are similar to those of Galante’s (2015) study which found that knowledge of self and 

https://doi.org/10.14288/bctj.v9i1.599


 Landry 75 

BC TEAL Journal Volume 9 Number 1 (2024): 60–85 

https://doi.org/10.14288/bctj.v9i1.599 

one’s cultural identity contributed to overall intercultural awareness. Being open to new 

perspectives and being both curious about and knowledgeable of cultural knowledge is 

particularly important in the Canadian context, particularly since ethnocentric views (on both 

sides of these debates) often play a role in cultural misunderstandings and conflict on university 

campuses in Canada (Zhang & Zhou, 2010).  

 

 The findings of this study also point to the need for ICC approaches to provide 

opportunities for students to interact and construct knowledge together. It appeared that the 

modules played an important role in EAL development by curating the necessary opportunities 

for meaningful interaction required for EAL development (Duff et al., 2019). For example, the 

student participants’ perceptions of the interactions on the discussion board as students shared 

and commented on one another’s work in many ways offer insight into how the students built 

relationships and symbolic capital through this location of learning (Byram et al., 2002). In 

particular, this study seems to establish the importance of providing students with skills to relate 

to others across a variety of mediums, with memes representing a powerful tool for both 

intercultural communication and overall well-being.  

 

 The importance of developing intercultural skills was also a significant finding. The 

students expressed the value of building skills that supported their intercultural interactions and 

enabled them to relate with others. Similar to Jund’s (2010) study which explored in-person 

intercultural discussion groups, the interactions in the online modules seem to have encouraged 

the participants to become more curious about other cultural similarities and differences and 

provided opportunities for the students in the study to both reflect on the rationale behind their 

behaviours and find commonalities rather than focus on essentialist comparisons. Critical 

incident exercises appeared to be quite beneficial to the students. These findings closely relate to 

Ranson’s (2016) study on metanoia, which Ranson described as a life-changing event or a small 

success that leads to feelings of achievement and empowerment. The students in this study 

appeared to use the affordances provided in the ICC modules to increase their intercultural 

awareness and their ability to see events through various lenses, thus supporting their additional 

language development and their ability to navigate intercultural interaction.  

 

 To fully leverage the power of online asynchronous modules and make them more 

meaningful for students, the findings point to some key imperatives. The first imperative is that 

the modules would have benefited from being more effectively introduced and managed. 

Although the modules were supposed to be introduced in the first week, this was not done or 

needed to be more elaborate. Accounts from both students and GTAs speak to the need for some 

in-person facilitation to generate ongoing buy-in from the students through the use of initial in-

person introductions and touch points throughout the semester. This strategy is consistent with 

Surtees and Yamamoto’s (2021) findings which highlighted the importance of teachers properly 

orientating learners into asynchronous online modules and checking up on them regularly to 

ensure proper buy-in. This need implies that online spaces are cultural artifacts of their own 

(Thorne, 2003). One implication of this understanding might be to arrange individual orientation 

sessions for asynchronous modules at the beginning of the term accompanied by semi-regular 

check-in during office hours to ensure the students and instructors are on the same page. 

Alternatively, lab time could be dedicated for students to work through module activities in 

person with the GTA. Moreover, live sessions and teacher meetings could be used as venues 

https://doi.org/10.14288/bctj.v9i1.599


 Landry 76 

BC TEAL Journal Volume 9 Number 1 (2024): 60–85 

https://doi.org/10.14288/bctj.v9i1.599 

where teachers can share experiences and teaching ideas and support one another throughout the 

term (Bickley et al., 2014). This implication is similar to concerns expressed in Ruest’s (2020) 

investigation into the autobiographies of intercultural encounters. In that study, both teachers and 

students needed additional support with their understanding of ICC. 

 

Limitations and Future Directions 

 

This current study investigated the impact of online asynchronous ICC modules in an EAP 

program on students’ language development and additional language socialization. This study 

builds on existing research related to ICC in EAP by demonstrating that asynchronous online 

modules can be meaningful to additional language socialization if they contain opportunities to 

reflect, generate new knowledge through interaction, afford opportunities to build skills, and are 

managed effectively by facilitators. Although this current inquiry seems to have established a 

clear approach for EAP practitioners to follow and examples of possible tasks to incorporate, 

there are some limitations of the study to address. First, these are findings related to two cohorts 

of EAP students in a specific context at a particular point in time. While readers might find the 

findings presented transferrable, the limited sample size does not make the finding generalizable.  

 

 In addition, if there had been more than two students, and perhaps more than just the two 

TAs, involved in individual interviews, the data would have been more robust. Perhaps future 

studies could seek to include a large number of participants to strengthen the results. Secondly, 

the study focused on EAP students transitioning into their first year of undergraduate studies and 

did not track the extended distal impacts of the modules on the trajectory of their entire 

undergraduate program. Third, this current study sought to highlight the role of online 

asynchronous learning in ICC development and not an in-person or hybrid approach. Finally, this 

current study aimed to gain a better understanding of student perspectives of the modules alone 

and did not fully explore the experiences of the GTAs who facilitated the modules and illuminate 

any implications these experiences might have for professional development.  

 

 The purpose of this study was to present student views on asynchronous online ICC 

modules in an EAP program to help illuminate the most meaningful elements for students. 

Future research into ICC in EAP could build on these findings in a variety of ways to help 

further inform the field. One avenue could be to explore the impacts of similar modules more 

experimentally by recruiting a larger sample size and conducting pre- and post-intervention 

testing. In particular, future studies could draw on instruments such as Bennet’s (1986) 

Developmental Model of Intercultural Sensitivity (DMIS) or Hammer et al.’s (2003) 

Intercultural Development Inventory (IDI). Another line of inquiry for researchers might be to 

make similar studies more longitudinal. Such an investigation could track the students 

throughout their undergraduate careers and perhaps reveal which tasks were more meaningful at 

various points along this trajectory. Researchers interested in EAP and ICC could also look at 

how intercultural learning outcomes can be more carefully crafted to suit a particular discipline. 

For example, a study could look to explore the use of ICC modules in undergraduate engineering 

co-op programs. A final direction for further inquiry could seek to further unpack how to best 

support EAP practitioners with their own ICC and ability to effectively teach ICC in EAP in 

online or hybrid environments through various professional development opportunities.  

 

https://doi.org/10.14288/bctj.v9i1.599


 Landry 77 

BC TEAL Journal Volume 9 Number 1 (2024): 60–85 

https://doi.org/10.14288/bctj.v9i1.599 

Conclusions 

 

This current study explored student perspectives on ICC learning outcomes completed in 

asynchronous online modules in an EAP course. The study’s findings help to contribute to the 

literature on ICC in EAP by revealing how the key features of opportunities to reflect, learning 

through interaction, the ability to develop communication skills, and effective task management 

seemed to play a role in enhancing the students’ learning experience, language development, and 

additional language socialization. Although this is only one group of students in a particular EAP 

program in British Columbia, the results point to the benefits of leveraging online asynchronous 

modules as a platform to facilitate ICC development in EAP programming in a way that avoids 

overloading the boat and accounts for the desires of many EAP programs and students to find 

opportunities for ICC development without overburdening the students and detracting from other 

areas of their lives. 

 

Acknowledgements 

 

This article reports findings from my PhD dissertation project (Landry, 2023a). I wish to thank 

the project participants, my graduate supervisory committee, and the anonymous reviewers for 

helping me to bring this article to publication. 

 

References 

 

Arnold, J., Murphey, T., & Stevick, E. W. (2013). Meaningful action: Earl Stevick’s influence on 

language teaching. Cambridge University Press. 

Bennett, M. J. (1986). A developmental approach to training for intercultural sensitivity. 

International Journal of Intercultural Relations, 10(2), 179–196. 

https://doi.org/10.1016/0147-1767(86)90005-2  

Bhowmik, S., & Chaudhuri, A. (2021). “I need my instructor to like sit with me”: Addressing 

culture in L2 writing instruction. BC TEAL Journal, 6(1), 11–28. 

https://doi.org/10.14288/bctj.v6i1.387  

Bickley, C., Rossiter, M. J., & Abbott, M. L. (2014). Intercultural communicative competence: 

Beliefs and practices of adult English as a second language instructors. Alberta Journal of 

Educational Research, 60(1), 135–160. https://doi.org/10.11575/ajer.v60i1.55810  

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in 

Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa  

Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide. Sage. 

Brinton, D., Snow, M. A., & Wesche, M. B. (2004). Content-based second language instruction 

(Michigan Classic ed.). University of Michigan Press. 

Byram, M. (1997). Teaching and assessing intercultural communicative competence. 

Multilingual Matters. 

Byram, M. (2021). Teaching and assessing intercultural communicative competence, revisited. 

Multilingual Matters. https://doi.org/10.21832/9781800410251  

Byram, M., Gribkova, B., & Starkey, H. (2002) Developing the intercultural dimension in 

language teaching: A practical introduction for teachers. Council of Europe. 

https://discovery.ucl.ac.uk/id/eprint/1562524/1/Starkey_InterculturalDimensionByram.pd

f  

https://doi.org/10.14288/bctj.v9i1.599
https://doi.org/10.1016/0147-1767(86)90005-2
https://doi.org/10.14288/bctj.v6i1.387
https://doi.org/10.11575/ajer.v60i1.55810
https://doi.org/10.1191/1478088706qp063oa
https://doi.org/10.21832/9781800410251
https://discovery.ucl.ac.uk/id/eprint/1562524/1/Starkey_InterculturalDimensionByram.pdf
https://discovery.ucl.ac.uk/id/eprint/1562524/1/Starkey_InterculturalDimensionByram.pdf


 Landry 78 

BC TEAL Journal Volume 9 Number 1 (2024): 60–85 

https://doi.org/10.14288/bctj.v9i1.599 

Cheng, L., & Fox, J. (2008). Towards a better understanding of academic acculturation: Second 

language students in Canadian universities. The Canadian Modern Language Review, 

65(2), 307–333. https://doi.org/10.3138/cmlr.65.2.307  

Çiftçi, E. Y. (2016). A review of research on intercultural learning through computer-based 

digital technologies. Educational Technology & Society, 19(2), 313–327. 

http://www.jstor.org/stable/jeductechsoci.19.2.313  

Coulby, D. (2006). Intercultural education: Theory and practice. Intercultural Education, 17(3), 

245–257. https://doi.org/10.1080/14675980600840274  

Cruickshank, K., Chen, H., & Warren, S. (2012). Increasing international and domestic student 

interaction through group work: A case study from the humanities. Higher Education 

Research &amp; Development, 31(6), 797–810. 

https://doi.org/10.1080/07294360.2012.669748  

Deardorff, D. K. (2004). The identification and assessment of intercultural competence as a 

student outcome of international education at institutions of higher education in the 

United States (Order No. 3128751) [Doctoral dissertation, North Carolina State 

University]. ProQuest Dissertations & Theses Global. (305165880). 

https://www.proquest.com/dissertations-theses/identification-assessment-

intercultural/docview/305165880/se-2  

Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student 

outcome of internationalization. Journal of Studies in International Education, 10(3), 

241–266. https://doi.org/10.1177/1028315306287002  

Douglas, S. R. (2015). Student perspectives on a short-term study abroad experience. In P. 

Clements, A. Krause, & H. Brown (Eds.), JALT 2014 Conference Proceedings. Tokyo: 

JALT. https://jalt-publications.org/proceedings/articles/4708-student-perspectives-short-

term-study-abroad-experience  

Douglas, S. R. (2020). Counterfactual understandings: What Japanese undergraduate students 

wish they had known before a short-term study abroad experience. TESL-EJ, 23(4). 1–19. 

https://tesl-ej.org/wordpress/issues/volume23/ej92/  

Douglas, S., & Rosvold, M. (2018). Intercultural communicative competence and English for 

academic purposes: A synthesis review of the scholarly literature. Canadian Journal of 

Applied Linguistics, 21(1), 23–42. https://doi.org/10.7202/1050809ar  

Douglas, S. R., Doe, C., & Cheng, L. (2020). The role of the interlocutor: Factors impeding 

workplace communication with newcomers speaking English as an additional language. 

Canadian Modern Language Review, 76(1), 31–49. https://doi.org/10.3138/cmlr.2018-

0161  

Douglas, S. R., & Landry, M. H. (2021). English for academic purposes programs: Key trends 

across Canadian universities. Comparative and International Education, 50(1), 49–73. 

https://doi.org/10.5206/cieeci.v50i1.10925  

Douglas, S. R., Landry, M. H., Doe, C., & Cheng, L. (2022). English for academic purposes 

student reflections: Factors related to their additional language socialization at a 

Canadian university. TESL Canada Journal, 39(1). 1–23. 

https://doi.org/10.18806/tesl.v39i1/1373  

Duff, P. (2007). Second language socialization as sociocultural theory: Insights and issues. 

Language Teaching, 40, 309–319. https://doi.org/10.1017/s0261444807004508  

Duff, P. A. (2008). Case study research in applied linguistics. Lawrence Erlbaum.  

https://doi.org/10.14288/bctj.v9i1.599
https://doi.org/10.3138/cmlr.65.2.307
http://www.jstor.org/stable/jeductechsoci.19.2.313
https://doi.org/10.1080/14675980600840274
https://doi.org/10.1080/07294360.2012.669748
https://www.proquest.com/dissertations-theses/identification-assessment-intercultural/docview/305165880/se-2
https://www.proquest.com/dissertations-theses/identification-assessment-intercultural/docview/305165880/se-2
https://doi.org/10.1177/1028315306287002
https://jalt-publications.org/proceedings/articles/4708-student-perspectives-short-term-study-abroad-experience
https://jalt-publications.org/proceedings/articles/4708-student-perspectives-short-term-study-abroad-experience
https://tesl-ej.org/wordpress/issues/volume23/ej92/
https://doi.org/10.7202/1050809ar
https://doi.org/10.3138/cmlr.2018-0161
https://doi.org/10.3138/cmlr.2018-0161
https://doi.org/10.5206/cieeci.v50i1.10925
https://doi.org/10.18806/tesl.v39i1/1373
https://doi.org/10.1017/s0261444807004508


 Landry 79 

BC TEAL Journal Volume 9 Number 1 (2024): 60–85 

https://doi.org/10.14288/bctj.v9i1.599 

Duff, P. (2010). Language socialization. In N. Hornberger & S. McKay (Eds.), Sociolinguistics 

and language education (pp. 427–452). Multilingual Matters. 

Duff, P. A. (2012). Second language socialization. In A. Duranti, E. Ochs, & B. B. Schieffelin 

(Eds.), Handbook of language socialization (pp. 564–586). Oxford University Press. 

Duff, P. (2013). Case study. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 

1–8. Blackwell Publishing Ltd. https://doi.org/10.1002/9781405198431.wbeal0121 

Duff, P. A. (2020). Language socialization in classrooms. In M. J. Burdelski & K. M. Howard 

(Eds.), Language socialization in classrooms: Culture, interaction, and language 

development (pp. 249–264). Cambridge University Press. 

https://doi.org/10.1017/9781316946237.016  

Duff, P. A., & Anderson, T. (2015). Academic language and literacy socialization for second-

language students. In N. Markee (Ed.), The handbook of classroom discourse and 

interaction (pp. 337–352). Wiley-Blackwell. 

https://doi.org/10.1002/9781118531242.ch20  

Duff, P., & Talmy, S. (2011). Language socialization approaches to second language acquisition. 

In D. Atkinson (Ed.), Alternative approaches to second language acquisition (pp. 95–

116). Routledge. 

Duff, P., Zappa-Hollman, S., & Surtees, V. (2019). Research on language and literacy 

socialization at Canadian universities. The Canadian Modern Language Review, 75(4), 

308–318. https://doi.org/10.3138/cmlr.2019-0279  

European Commission. (2013). European higher education in the world. Communication from 

the Commission to the European Parliament, The Council, The European Economic and 

Social Committee and The Committee of the Regions. Brussels, 11.7.2013 COM(2013) 

499 final. https://eur-

lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2013:0499:FIN:en:PDF  

Foung, D., & Kwan, J. (2023). Writing instruction in English for academic purposes classrooms 

during the COVID-19 pandemic: A review of current evidence. In L. Kohnke, (Ed.), 

Cases on teaching English for academic purposes (EAP) during covid-19: Insights from 

around the world (pp. 230–248). IGI Global Scientific Publishing. 

http://doi.org/10.4018/978-1-6684-4148-0.ch010  

Galante, A. (2015). Developing EAL learners’ intercultural sensitivity through a digital literacy 

project. TESL Canada Journal, 32(1), 53–66. https://doi.org/10.18806/tesl.v32i1.1199  

Garson, K. D. (2017). Internationalization and intercultural learning: A mixed methods study. In 

G. M. García-Pérez, & C. Rojas-Primus. (Eds.), Promoting intercultural communication 

competencies in higher education (pp. 54–88). IGI Global Scientific Publishing. 

https://www.doi.org/10.4018/978-1-5225-1732-0.ch003  

Godwin-Jones, R. (2013). Integrating intercultural competence into language learning through 

technology. Language Learning & Technology, 17(2), 1–11. 

https://www.lltjournal.org/item/10125-44318/  

González, N., Moll, L. C., & Amanti, C. (2005). Funds of knowledge: Theorizing practice in 

households, communities, and classrooms. L. Erlbaum Associates. 

https://doi.org/10.4324/9781410613462  

Hammer, M. R., Bennett, M. J., & Wiseman, R. (2003). Measuring intercultural sensitivity: The 

intercultural development inventory. International Journal of Intercultural Relations, 

27(4), 421–443. https://doi.org/10.1016/S0147-1767(03)00032-4  

https://doi.org/10.14288/bctj.v9i1.599
https://doi.org/10.1002/9781405198431.wbeal0121
https://doi.org/10.1017/9781316946237.016
https://doi.org/10.1002/9781118531242.ch20
https://doi.org/10.3138/cmlr.2019-0279
https://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2013:0499:FIN:en:PDF
https://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2013:0499:FIN:en:PDF
http://doi.org/10.4018/978-1-6684-4148-0.ch010
https://doi.org/10.18806/tesl.v32i1.1199
https://www.doi.org/10.4018/978-1-5225-1732-0.ch003
https://www.lltjournal.org/item/10125-44318/
https://doi.org/10.4324/9781410613462
https://doi.org/10.1016/S0147-1767(03)00032-4


 Landry 80 

BC TEAL Journal Volume 9 Number 1 (2024): 60–85 

https://doi.org/10.14288/bctj.v9i1.599 

Hopes, V. (2022, Mar. 17). Abbotsford girl sells homemade bracelets and bookmarks, raising 

more than $5,000 for Ukraine. The Abbotsford News. 

https://www.abbynews.com/community/abbotsford-girl-sells-homemade-bracelets-and-

bookmarks-raising-more-than-2500-for-ukraine-1822112  

Hyland, K. (2006). English for academic purposes: An advanced resource book. Routledge. 

Hyland, K., & Hamp-Lyons, L. (2002). EAP: Issues and directions. Journal of English for 

Academic Purposes, 1(1), 1–12. https://doi.org/10.1016/s1475-1585(02)00002-4  

Jacob, E. J. & Greggo, J. W. (2001). Using counselor training and collaborative programming 

strategies in working with international students. Journal of multicultural counseling and 

development, 29(1), pp. 73–88. https://doi.org/10.1002/j.2161-1912.2001.tb00504.x  

Jund, A. (2010). Toward a pedagogy of intercultural understanding in teaching English for 

academic purposes. The Electronic Journal for English as a Second Language, 14(1), 1–

13. http://tesl-ej.org/pdf/ej53/a1.pdf  

Keefe, K., & Shi, L. (2017). An EAP program and students’ success at a Canadian university. 

TESL Canada Journal, 34(2), 1–24. https://doi.org/10.18806/tesl.v34i2.1264  

Kramsch, C. (2009). Discourse, the symbolic dimension of intercultural competence. In A. Hu & 

M. Byram (eds.) Interkulturelle kompetenz und fremdsprachliches lernen: Modelle, 

Empirie, Evaluation (pp. 107–121). Gunter Narr. 

Kumaravadivelu, B. (2008). Cultural globalization and language education. Yale University 

Press 

Landry, M. H. (2019). The efficacy of teaching independent study skills within English for 

academic purposes programs. BC TEAL Journal, 4(1), 1–12. 

https://doi.org/10.14288/bctj.v4i1.316  

Landry, M. H. (2023a). The development of intercultural communicative competence through 

online modules in an English for academic purposes program : understanding the 

multiple layers of additional language socialization at play in a post-secondary context. 

[Doctoral dissertation, University of British Columbia]. 

https://doi.org/10.14288/1.0435179  

Landry, M. H. (2023b). Intercultural communicative competence learning outcomes in EAP: A 

tool for supporting post-secondary students with life on and off campus. BC TEAL 

Journal, 8(1), 56–80. https://doi.org/10.14288/bctj.v8i1.546 

Larsen-Freeman, D. (2015). Complexity theory. In B. VanPatten and J. Williams (Eds.), 

Theories in second language acquisition: An introduction (2nd ed.) (pp. 227–244). 

Routledge. 

Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching. 

Oxford University Press. 

Lee, J., & Song, J. (2019). Developing intercultural competence through study abroad, 

telecollaboration, and on-campus language study. Language Learning & Technology, 

23(3), 178–198. https://scholarspace.manoa.hawaii.edu/handle/10125/44702  

Lewis, T., & O’Dowd, R. (2016). Online intercultural exchange and foreign language learning. 

In R. O’Dowd & T. Lewis (Eds.), Online intercultural exchange: Policy, pedagogy, 

practice (1st ed.) (pp. 21–66). Routledge. https://doi.org/10.4324/9781315678931  

Liddicoat, A.J., & Scarino, A. (2013) Intercultural language teaching and learning. Wiley-

Blackwell. https://doi.org/10.1002/9781118482070  

Lyster, R. (2017). Content-based language teaching. Routledge. 

https://doi.org/10.4324/9781315103037  

https://doi.org/10.14288/bctj.v9i1.599
https://www.abbynews.com/community/abbotsford-girl-sells-homemade-bracelets-and-bookmarks-raising-more-than-2500-for-ukraine-1822112
https://www.abbynews.com/community/abbotsford-girl-sells-homemade-bracelets-and-bookmarks-raising-more-than-2500-for-ukraine-1822112
https://doi.org/10.1016/s1475-1585(02)00002-4
https://doi.org/10.1002/j.2161-1912.2001.tb00504.x
http://tesl-ej.org/pdf/ej53/a1.pdf
https://doi.org/10.18806/tesl.v34i2.1264
https://doi.org/10.14288/bctj.v4i1.316
https://doi.org/10.14288/1.0435179
https://doi.org/10.14288/bctj.v8i1.546
https://scholarspace.manoa.hawaii.edu/handle/10125/44702
https://doi.org/10.4324/9781315678931
https://doi.org/10.1002/9781118482070
https://doi.org/10.4324/9781315103037


 Landry 81 

BC TEAL Journal Volume 9 Number 1 (2024): 60–85 

https://doi.org/10.14288/bctj.v9i1.599 

MacDonald, J. (2016). The margins as third space: EAP teacher professionalism in Canadian 

universities. TESL Canada Journal, 34(1), 106–116. 

https://doi.org/10.18806/tesl.v34i1.1258  

Macdonald, M. (2019, May 6). International student enrolment continues to soar in Canada. 

University Affairs. https://www.universityaffairs.ca/news/news-

article/internationalstudent-enrolment-continues-to-soar-in-canada/  

Marshall, P. A. (2024). An Apology for EGAP: The Benefits of a General Approach to English 

for Academic Purposes in Canadian Post-Secondary Contexts. BC TEAL Journal, 9(1), 

1–13. https://doi.org/10.14288/bctj.v9i1.595  

Martin, D. L. (2016). Exploring the relationship between intercultural competence and academic 

success among English for academic purposes students (Order No. 10043133) [Master’s 

thesis, University of Toronto]. ProQuest Dissertations & Theses Global. 

https://www.proquest.com/dissertations-theses/exploring-relationship-between-

intercultural/docview/1776437248/se-2  

Merriam, S.B. (1998). Qualitative research and case study applications in education. San 

Jossey-Bass. 

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods 

sourcebook (3rd ed.). Sage. 

Morita, N. (2004). Negotiating participation and identity in second language academic 

communities. TESOL Quarterly, 38, 573–603. https://doi.org/10.2307/3588281  

Myles, J., & Cheng, L. (2003). The social and cultural life of non-native English speaking 

international graduate students at a Canadian university. Journal of English for Academic 

Purposes, 2(3), 247–263. https://doi.org/10.1016/s1475-1585(03)00028-6  

Ochs, E. (1996). Linguistic resources for socializing humanity. In J. J. Gumperz & S. C. 

Levinson (Eds.), Rethinking linguistic relativity (pp. 407–437). Cambridge University 

Press. 

Ochs, E., & Schieffelin, B. (2017). Language socialization: An historical overview. In P. Duff, & 

S. May (Eds.), Language socialization. Encyclopedia of language and education. 

Springer. https://doi.org/10.1007/978-3-319-02327-4_1-1 

Okuda, T., & Anderson, T. (2018). Second language graduate students’ experiences at the 

writing center: A language socialization perspective. TESOL Quarterly, 52(2), 391–413. 

https://doi.org/10.1002/tesq.406  

Pilin, M., Landry, M. H., Douglas, S. R., & Brobbel, A. (2020). The tutor development needs of 

writing centre consultants working with undergraduate students using English as an 

additional language. Discourse and Writing/Rédactologie, 30, 290–313. 

https://doi.org/10.31468/cjsdwr.827  

Ranson, S. (2016). Growth: The relationship between metanoia and additional language learning 

in EAP. BC TEAL Journal, 1(1), 51–66. https://doi.org/10.14288/bctj.v1i1.238  

Raymond, P., & Parks, S. (2002). Transitions: Orienting to reading and writing assignments in 

EAP and MBA contexts. The Canadian Modern Language Review, 59(1), 152–180. 

https://doi.org/10.3138/cmlr.59.1.152  

Ravitch, S. M., & Riggan, M. (2017). Reason & rigor: How conceptual frameworks guide 

research (2nd ed.). Sage Publications Inc. 

Riley, T., & Douglas, S. R. (2016). The multicultural café: Enhancing authentic interaction for 

adult English language learners through service learning. TESL Canada Journal, 34(11), 

25–50 . https://doi.org/10.18806/tesl.v34i1.1254  

https://doi.org/10.14288/bctj.v9i1.599
https://doi.org/10.18806/tesl.v34i1.1258
https://www.universityaffairs.ca/news/news-article/internationalstudent-enrolment-continues-to-soar-in-canada/
https://www.universityaffairs.ca/news/news-article/internationalstudent-enrolment-continues-to-soar-in-canada/
https://doi.org/10.14288/bctj.v9i1.595
https://www.proquest.com/dissertations-theses/exploring-relationship-between-intercultural/docview/1776437248/se-2
https://www.proquest.com/dissertations-theses/exploring-relationship-between-intercultural/docview/1776437248/se-2
https://doi.org/10.2307/3588281
https://doi.org/10.1016/s1475-1585(03)00028-6
https://doi.org/10.1007/978-3-319-02327-4_1-1
https://doi.org/10.1002/tesq.406
https://doi.org/10.31468/cjsdwr.827
https://doi.org/10.14288/bctj.v1i1.238
https://doi.org/10.3138/cmlr.59.1.152
https://doi.org/10.18806/tesl.v34i1.1254


 Landry 82 

BC TEAL Journal Volume 9 Number 1 (2024): 60–85 

https://doi.org/10.14288/bctj.v9i1.599 

Risager, K. (1991). Cultural studies and foreign language teaching after World War II: The 

international debate as received in the Scandinavian countries. In D. Buttjes, & M. Byram 

(Eds.), Mediating languages and cultures: Towards an intercultural theory of foreign 

language education (pp. 33–46). Multilingual Matters. 

Roberts, C., Byram, M., Barro, A., Jordan, S., & Street, B. V. (2000). Language learners as 

ethnographers. Multilingual Matters. https://doi.org/10.21832/9781853596810  

Ruest, C. (2022). Exploring adolescents’ development of intercultural competence through the 

Canadian interprovincial student exchange. University of British Columbia Thesis and 

Dissertations. https://doi.org/10.14288/1.0412863  

Senyshyn, R. M. (2019). A first-year seminar course that supports the transition of international 

students to higher education and fosters the development of intercultural communication 

competence. Journal of Intercultural Communication Research, 48(2), 150–170. 

https://doi.org/10.1080/17475759.2019.1575892  

Singh, P., & Doherty, C. (2004). Global cultural flows and pedagogic dilemmas: Teaching in the 

global university contact zone. TESOL Quarterly, 38(1), 9–42. 

https://doi.org/10.2307/3588257  

Snow, D. (2015). English teaching, intercultural competence, and critical incident exercises. 

Language and Intercultural Communication, 15(2), 285–299. 

https://doi.org/10.1080/14708477.2014.980746  

Statistics Canada. (2016). Education Indicators in Canada Fact Sheet: International students in 

Canadian Universities, 2004/2005 to 2013/2014, Catalogue No. 81-599-X. 

https://www150.statcan.gc.ca/n1/en/pub/81-599-x/81-599-x2016011-

eng.pdf?st=GC6yoj9z  

Surtees, V., & Yamamoto, M. (2021). Creating an interactive online orientation to academic 

practices for international students. BC TEAL Journal, 6(1), 1–12. 

https://doi.org/10.14288/bctj.v6i1  

Thorne, S. L. (2003). Artifacts and cultures-of-use in intercultural communication. Language 

Learning & Technology, 7(2), 38–67. http://doi.org/10125/25200  

Tweedie, M. G., & Kim, M. (2015). EAP curriculum alignment and social acculturation: Student 

perceptions. TESL Canada Journal, 33(1), 41–57. 

https://doi.org/10.18806/tesl.v33i1.1226  

UNESCO. (2013). Intercultural Competence. Conceptual and Operational Framework. 

UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000219768  

Universities Canada. (2014). Internationalization at Canadian universities: Quick facts. 

https://www.univcan.ca/wp-content/uploads/2014/12/quick-facts-internationalization-

survey-2014.pdf  

Van Viegen, S., & Russell, B. (2019). More than language: Evaluating a Canadian university 

EAP bridging program. TESL Canada Journal, 36(1), 97–120. 

https://doi.org/10.18806/tesl.v36i1.1304  

Wu, Z., & Li, X. (2019). Developing cosmopolitan communicative competence through online 

transnational encounters. TESL Canada Journal, 36(3), 110–131. 

https://doi.org/10.18806/tesl.v36i3.1323  

Yin, R. K. (2009). Case study research: Design and methods (4th Ed.). Sage. 

Young, T. J., & Sachdev, I. (2011). Intercultural communicative competence: Exploring English 

language teachers’ beliefs and practices. Language Awareness, 20(2), 81–98. 

https://doi.org/10.1080/09658416.2010.540328  

https://doi.org/10.14288/bctj.v9i1.599
https://doi.org/10.21832/9781853596810
https://doi.org/10.14288/1.0412863
https://doi.org/10.1080/17475759.2019.1575892
https://doi.org/10.2307/3588257
https://doi.org/10.1080/14708477.2014.980746
https://www150.statcan.gc.ca/n1/en/pub/81-599-x/81-599-x2016011-eng.pdf?st=GC6yoj9z
https://www150.statcan.gc.ca/n1/en/pub/81-599-x/81-599-x2016011-eng.pdf?st=GC6yoj9z
https://doi.org/10.14288/bctj.v6i1
http://doi.org/10125/25200
https://doi.org/10.18806/tesl.v33i1.1226
https://unesdoc.unesco.org/ark:/48223/pf0000219768
https://www.univcan.ca/wp-content/uploads/2014/12/quick-facts-internationalization-survey-2014.pdf
https://www.univcan.ca/wp-content/uploads/2014/12/quick-facts-internationalization-survey-2014.pdf
https://doi.org/10.18806/tesl.v36i1.1304
https://doi.org/10.18806/tesl.v36i3.1323
https://doi.org/10.1080/09658416.2010.540328


 Landry 83 

BC TEAL Journal Volume 9 Number 1 (2024): 60–85 

https://doi.org/10.14288/bctj.v9i1.599 

Zappa-Hollman, S., & Duff, P. A. (2015). Academic English socialization through individual 

networks of practice. TESOL Quarterly, 49(2), 333–368. https://doi.org/10.1002/tesq.188 

Zhang, Z., & Zhou, G. (2010). Understanding Chinese international students at a Canadian 

university: Perspectives, expectations, and experiences. Comparative and International 

Education, 39(3), 43–58. https://doi.org/10.5206/cie-eci.v39i3.9162  

Zhang, X., & Zhou, M. (2019). Interventions to promote learners’ intercultural competence: A 

meta-analysis. International Journal of Intercultural Relations, 71, 31–47. 

https://doi.org/10.1016/j.ijintrel.2019.04.006  

 

Appendix A: ICC Modules Outline 

 

ICC Modules Outline 

 
Modules (x5) Online 

Lessons 

(x10) 

Learning Outcome Essential Question Assessment Teaching and 

Learning 

Experience 

Module 1: What 

is invisible and 

visible culture? 

Sept. 13-17 Students will be 

able to identify 

invisible and 

visible elements of 

their cultural 

backgrounds. 

What are some of 

the visible and 

invisible elements 

of your cultural 

background? 

1-minute video 

reports posted to 

a discussion 

board, with 

students 

commenting on 

2 of their 

classmates’ 

posts. 

Watch a short 

video on culture 

and a short 

video modelling 

the video 

assignment 

Sept. 20-24 Students will be 

able to identify 

invisible and 

visible elements of 

the local culture. 

What are some of 

the visible and 

invisible elements 

of the local culture 

in [City]? 

Poster with 

cultural images 

uploaded to a 

discussion 

board, with 

students 

commenting on 

2 of their 

classmates’ 

posts. 

Watch a video 

about [MU].  

     

      

Module 2: What 

are the cultural 

symbols of 

particular groups? 

Sept. 27 – 

Oct. 1 

Students will be 

able to identify the 

use of symbols in 

cultural expression. 

What are some 

common symbols 

groups use? 

Video 

discussion post 

about symbols 

that represent a 

particular group, 

with students 

commenting on 

2 of their 

classmates’ 

posts. 

Watch a video 

about gamer 

culture 

 Oct. 4-8 Students will be 

able to identify the 

use of symbols 

online. 

How are cultural 

symbols used 

online? 

Students create 

memes, with 

comments on 2 

of their 

classmates’ 

posts. 

Watch a video 

about culture 

and memes. 

https://doi.org/10.14288/bctj.v9i1.599
https://doi.org/10.1002/tesq.188
https://doi.org/10.5206/cie-eci.v39i3.9162
https://doi.org/10.1016/j.ijintrel.2019.04.006


 Landry 84 

BC TEAL Journal Volume 9 Number 1 (2024): 60–85 

https://doi.org/10.14288/bctj.v9i1.599 

Module 3: What 

is the difference 

between direct 

and indirect 

communication? 

Oct. 11-15 Students will be 

able to notice 

examples of direct 

and indirect 

communication. 

What are the 

different ways to 

communicate 

directly and 

indirectly? 

A written post 

on the 

discussion 

board, with 

students 

commenting on 

2 of their 

classmates’ 

posts. 

Watch a video 

on 

communication 

styles. 

 Oct. 18-22 Students will be 

able to make 

communication 

more or less direct. 

How can people 

adapt their 

communication 

styles in different 

situations? 

1-minute audio 

report 

explaining how 

they would use 

different levels 

of directness to 

resolve 

miscommunicati

on in a situation, 

with students 

commenting on 

2 of their 

classmates’ 

posts. 

Read role-plays 

situations and 

critical 

incidents. 

Module 4: What 

are ways to show 

understanding 

and relate to 

others?  

Oct. 25-29 Students will be 

able to use active 

listening strategies 

to understand 

others. 

What are active 

listening strategies, 

and why are they 

important in 

intercultural 

interaction? 

A recorded role-

play completed 

in pairs posted 

on the 

discussion 

board, with 

students 

commenting on 

2 of their 

classmates’ 

posts 

Watch a video 

about active 

listening 

techniques. 

 Nov. 1-5 Students will be 

able to take aspects 

of their own culture 

and relate them to 

others. 

How can 

individuals make 

aspects of their 

cultural 

background 

relevant to others 

from a different 

cultural 

background? 

A 100-150 word 

description of a 

news story made 

relevant to 

someone from 

[City] posted in 

the discussion 

board, with 

students 

commenting on 

2 of their 

classmates’ 

posts. 

Read proverbs 

and a short text 

about being 

ethnorelative 

and relating to 

others 

Independent Study Week Nov. 8-12 

Module 5: What 

are some ways to 

join and shape the 

communities 

around us? 

Nov. 15-20 Students will be 

able to imagine 

themselves as a 

member of a 

desired 

community. 

What is my 

imagined future 

self? 

1-minute audio 

reports posted to 

a discussion 

board, with 

comments on 2 

classmates’ 

posts. 

Watch a 

presentation 

about the future 

imagined self. 

https://doi.org/10.14288/bctj.v9i1.599


 Landry 85 

BC TEAL Journal Volume 9 Number 1 (2024): 60–85 

https://doi.org/10.14288/bctj.v9i1.599 

 Nov. 22-26 Students will be 

able to join 

communities 

around them and 

shape how that 

community 

interacts with them. 

How can I join and 

shape the 

communities 

around me? 

Graphic 

organizer with 

100-150 written 

description of a 

4-section chart 

posted to blogs 

with comments 

on 2 classmates’ 

posts. 

Read a short 

blog post about 

cultural 

diversity and 

inclusion. 

Week 12 Nov. 29 

- Dec. 8 

Students ensure they have submitted all of their Portfolio Assessments. 

 

Appendix B: Single Factor Rubric 

 

 
 

 

 
The BC TEAL Journal is licensed under a 

Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. 

Copyright rests with the author(s). 

 

 

https://doi.org/10.14288/bctj.v9i1.599
http://creativecommons.org/licenses/by-nc-nd/4.0/

