The Use of Social Networks to Train the Intercultural Dimension of Foreign Languages at Higher Educational Institutions

Abstract

The paper aims to identify how social networks contribute to training the intercultural dimension of foreign languages at higher educational institutions. We attempted to answer the questions of what effect the use of social networks has on foreign language training, fostering intercultural and occupational skills, and how both students and teachers perceive the intervention. To achieve research goals, we used quantitative tools, such as (1) checklists, (2) assessment records on English for Specific Purposes, (3) the cultural intelligence scale, (4) the multidimensional emotional empathy scale, and (5) the questionnaire for reflective thinking. Qualitative data were drawn from the observations and interviews. The research findings confirmed that the use of social networks provided students with a true-to-life (authentic) environment and context to gain cultural experience and train a foreign language. This strategy boosts English for Specific Purposes learning and teaching experiences using a distance-learning component. A longitudinal research design enhances transformations in students in terms of emotional empathy and reflective thinking.