Raising Undergraduate Students’ Level of Academic Readiness through Teaching Intercultural Communication

Abstract

In this qualitative action research study, the purpose was to explore if the integration of an intercultural communication (ICC) module into an undergraduate English course in Kuwait could improve the preparation of students for their future studies and jobs. The study focused on the insufficient acceptance of cultural diversity and its influence on university students. Data were collected using semi-structured interviews, and field notes, where content and thematic analysis was conducted. Four themes were yielded: 1) pre-intervention: culture and ICC as interpersonal conflict without holistic contextualization; 2) post-intervention: enhanced perspective-taking and attitude; 3) post-intervention: better engagement with cultural out-groups; and 4) increased inquisitiveness about other cultures.