Innovation in Language Learning

Edition 17

Accepted Abstracts

Implement Experiential Learning Cycle with Intercultural Can-Do Statements

Jing Wu, University of Hawaiʻi at Mānoa (United States)


The ongoing action study presents an implementation of Kolb's Experiential Learning Theory model in concert with NCSSFL-ACTFL Can-Do Statements for Intercultural Communication in a short-term study abroad setting. Complying with learners’ internal cognitive processes, the findings of this study will assist study abroad program providers in designing the experiential learning cycle. Further, although the NCSSFL-ACTFL Can-Do Statements for Intercultural Communication can apply to a variety of learning and life environments, the study or research of its implementation in a study abroad setting is relatively inadequate. The main purpose of this study is to explore and develop a structured study abroad experience with an intentional goal-setting and self-evaluation process; then ultimately, the holistic experience will enhance learners’ Intercultural Communicative Competence. At last, limitations of the study are discussed and recommendations for future studies are presented.

Keywords: intercultural communication, experiential learning cycle, Can-do Statement.

[1] Bennett, J. M. (2008). On becoming a global soul: A path to engagement during study abroad. In Savicki, V. (ed.), Developing intercultural competence and transformation: Theory, research, and application in international education. Sterling, VA: Stylus, 13−31.
[2] Jackson, Jane. (2018). Intervening in the Intercultural Learning of L2 Study Abroad Students: From Research to Practice. Language Teaching, v51, n3, p365-382.
[3]Kolb, D.A. and Kolb, A. Y. (2005) Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education, Academy of Management Learning and Eduction, 4(2), 193-212.


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