Abstract:

Intercultural communication competence (ICC) is conceptualized as an individuals‘ ability to achieve their communication goal while effectively and appropriately utilizing communication behaviors to negotiate between the different identities present within a culturally diverse environment (Portalla and Chen 2010, p. 21). Whether or not someone can cope with the emotional, cognitive and behavioural differences that arise during encounters with people from different cultural backgrounds depends on the individual‘s level of ICC (Portera, 2014).

The agreement in the field literature is that ICC is an acquired competence: personal, educational, and professional experiences lead to its continuous development (eg, Wolff and Borzikowsky, 2018; Reichard et al., 2014; Williams, 2005). The acquisition of ICC requires not only adequate education but also constant practice, experience abroad, contact with otherness, and role models. If the level is high, the person will be able to use appropriate strategies to manage dialogue, interaction, disputes, and mediation, and thereby promote positive interpersonal and social ‘spirals’, which can contribute to personal and social development and enrichment (Portera, 2014, 164).

The present study seeks to investigate the levels of students’ ICC. Are there any significant differences between Japanese and Lithuanian students’ levels of ICC? The study is based on K. Deardorff's (2006) pyramid model of intercultural competence, which places particular attitudes as a fundamental starting point for the development of intercultural competence. The acquisition and use of particular sets of knowledge and comprehension, including self-awareness and skills, are built on this foundation. The next level is an informed frame of reference, which includes empathy and an ethnorelative view. Intercultural competency is conceptualised as dependent on these foundations.

Two convenience samples were selected on the basis of availability, including 120 Japanese students enrolled at a large university located in Tokyo, Japan, and 98 Lithuanian students enrolled at a university located in Vilnius, Lithuania. Students were asked to answer a self-report questionnaire with an average completion time of 20 minutes. All participants contributed on a voluntary basis. Data collection was performed in university classes. Only the correctly completed questionnaires without unanswered items were considered. The study data were analyzed using the SPSS (Statistical Package for Social Science 25) program.

Determining individual potential for performance within multicultural environments is important in the increasingly globalised workplace (Martin, 2010). Assessing ICC is important for training and development purposes. By comparing the levels of ICC, educators can better assess whether various educational objectives are being met. Similarly, examining the levels of ICC can help educators design interventions that improve intercultural awareness, understanding, and empathy (Bean and Boffy-Ramirez, 2019).

Keywords:

Intercultural communication competence (ICC), university students, Japan, Lithuania.