This paper presents the results of a study exploring the intercultural development of first-year Japanese university students engaged in online intercultural exchange (OIE) using two variations: one implementing guided reflection, and the other relying on the learner autonomy model. Intercultural development was quantitatively measured using the Intercultural Sensitivity Scale (Chen & Starosta, 2000) and qualitatively investigated through participants’ written reflections. Results of the OIE using guided reflection showed significant gains in respect for the target culture, whereas the OIE that followed the autonomous learning model yielded significant gains in self-efficacy in relation to intercultural contact. Qualitative analysis of student reflections confirmed these findings and provided insight into the processes involved in achieving these results.

中文翻译：

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学习者自主与引导反思：不同方法论如何影响在线跨文化交流中的跨文化发展

本文介绍了一项研究的结果，该研究使用两种变体来探索参与在线跨文化交流 (OIE) 的日本大学一年级学生的跨文化发展：一种是实施引导式反思，另一种是依靠学习者自主模型。使用跨文化敏感性量表（Chen & Starosta, 2000）对跨文化发展进行定量测量，并通过参与者的书面反思进行定性调查。OIE 使用引导式反思的结果显示出对目标文化的尊重显着提高，而遵循自主学习模型的 OIE 在与跨文化接触相关的自我效能方面取得了显着收益。