College Students' Learning Performance, Teaching Skills, and Teaching Innovation in Intercultural Communication Class: Evidence Based on Experiential Learning Theory
In China, the improvement of the learner performance is critical a challenge for the teaching staff and the management in intercultural communication class. Indeed, the administration of the Chinese schools is failed to provide effective learning to the students with innovative methods. The objectiv...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2022-07-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.953501/full |
| _version_ | 1828778052780294144 |
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| author | Xueli Zhang Xiaoyan Cheng |
| author_facet | Xueli Zhang Xiaoyan Cheng |
| author_sort | Xueli Zhang |
| collection | DOAJ |
| description | In China, the improvement of the learner performance is critical a challenge for the teaching staff and the management in intercultural communication class. Indeed, the administration of the Chinese schools is failed to provide effective learning to the students with innovative methods. The objective of this study was to identify the role of college students' learning performance, teaching skills, and teaching innovation in intercultural communication class. This study is based on the quantitative data collected on a five-point Likert scale from the target respondents who were the students of different colleges and 700 questionnaires distributed for it. The study concludes that there is a significant relationship among abstract conceptualization, active participation, and reflective observation in students' learning performance. Furthermore, this study highlights that the mediating role of teaching innovation is critical for students' learning performance. This study contributes to the literature with a significant theoretical framework. Finally, this study provides significant theoretical implications and practical implications which are key game-changers for improving the performance of the students in the intercultural communication class. |
| first_indexed | 2024-12-11T16:34:22Z |
| format | Article |
| id | doaj.art-b886a4c3388b4db3a7a24a3891cc9b0f |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-11T16:34:22Z |
| publishDate | 2022-07-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-b886a4c3388b4db3a7a24a3891cc9b0f2022-12-22T00:58:31ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-07-011310.3389/fpsyg.2022.953501953501College Students' Learning Performance, Teaching Skills, and Teaching Innovation in Intercultural Communication Class: Evidence Based on Experiential Learning TheoryXueli Zhang0Xiaoyan Cheng1Foreign Languages Department, Taiyuan Normal University, Jinzhong, ChinaManagement Department, Taiyuan Normal University, Jinzhong, ChinaIn China, the improvement of the learner performance is critical a challenge for the teaching staff and the management in intercultural communication class. Indeed, the administration of the Chinese schools is failed to provide effective learning to the students with innovative methods. The objective of this study was to identify the role of college students' learning performance, teaching skills, and teaching innovation in intercultural communication class. This study is based on the quantitative data collected on a five-point Likert scale from the target respondents who were the students of different colleges and 700 questionnaires distributed for it. The study concludes that there is a significant relationship among abstract conceptualization, active participation, and reflective observation in students' learning performance. Furthermore, this study highlights that the mediating role of teaching innovation is critical for students' learning performance. This study contributes to the literature with a significant theoretical framework. Finally, this study provides significant theoretical implications and practical implications which are key game-changers for improving the performance of the students in the intercultural communication class.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.953501/fulllearning performanceteaching innovationabstract conceptualizationteaching skillsintercultural communication class |
| spellingShingle | Xueli Zhang Xiaoyan Cheng College Students' Learning Performance, Teaching Skills, and Teaching Innovation in Intercultural Communication Class: Evidence Based on Experiential Learning Theory Frontiers in Psychology learning performance teaching innovation abstract conceptualization teaching skills intercultural communication class |
| title | College Students' Learning Performance, Teaching Skills, and Teaching Innovation in Intercultural Communication Class: Evidence Based on Experiential Learning Theory |
| title_full | College Students' Learning Performance, Teaching Skills, and Teaching Innovation in Intercultural Communication Class: Evidence Based on Experiential Learning Theory |
| title_fullStr | College Students' Learning Performance, Teaching Skills, and Teaching Innovation in Intercultural Communication Class: Evidence Based on Experiential Learning Theory |
| title_full_unstemmed | College Students' Learning Performance, Teaching Skills, and Teaching Innovation in Intercultural Communication Class: Evidence Based on Experiential Learning Theory |
| title_short | College Students' Learning Performance, Teaching Skills, and Teaching Innovation in Intercultural Communication Class: Evidence Based on Experiential Learning Theory |
| title_sort | college students learning performance teaching skills and teaching innovation in intercultural communication class evidence based on experiential learning theory |
| topic | learning performance teaching innovation abstract conceptualization teaching skills intercultural communication class |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.953501/full |
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