This study analyzes how self-guided cultural exploration and reflection (SCER) tasks affect the development of intercultural competency (ICC) of students participating in a study abroad program. The Intercultural Effectiveness Scale (IES) was used to measure students' ICC development before and after a 6-week faculty-led study abroad program in Japan. The SCER tasks encouraged students to examine Japanese history, cuisine, politics, architecture, economy, communication style, and behaviors, and gain a sophisticated understanding of the Japanese culture through the lens of unique Japanese perspectives. The results reveal significant gains in overall IES scales, in particular, student's continuous learning and interpersonal engagement saw the most change. Analysis of student reflections further demonstrates the positive impact of culturally bridging experiences on self-awareness and cultural exploration. We argue that the impact of perspective-shifting practices, combined with students' first-hand intercultural experience improves student's level of hardiness. Finally, student reflections reveal the important role that the SCER tasks have on initiating a meaningful dialogue with their host families.

中文翻译：

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日本暑期留学：通过自我引导的文化探索和反思任务最大限度地发展跨文化能力

本研究分析了自我引导的文化探索和反思 (SCER) 任务如何影响参加出国留学计划的学生的跨文化能力 (ICC) 发展。跨文化效能量表 (IES) 用于衡量学生在日本进行为期 6 周的教师主导的海外学习计划之前和之后的 ICC 发展。SCER 任务鼓励学生研究日本的历史、美食、政治、建筑、经济、交流方式和行为，并通过独特的日本视角对日本文化有深入的了解。结果显示整体 IES 量表有显着提高，尤其是学生的持续学习和人际交往的变化最大。对学生反思的分析进一步证明了文化桥梁经验对自我意识和文化探索的积极影响。我们认为，视角转换实践的影响，结合学生的第一手跨文化体验，可以提高学生的坚韧程度。最后，学生的反思揭示了 SCER 任务在与寄宿家庭开展有意义的对话方面发挥的重要作用。