Dissertation
Storytelling in the developmental process of intercultural communicative competence among culturally and linguistically diverse university students
University of Iowa
Doctor of Philosophy (PhD), University of Iowa
Spring 2026
DOI: 10.25820/etd.008411
Abstract
This dissertation examines storytelling in light of Intercultural Communicative Competence (ICC) among culturally and linguistically diverse international students at the University of Iowa. Grounded in Deardorff’s Process Model of Intercultural Communicative Competence, the study examines how storytelling impacts the attitudinal foundations of openness and empathy, deepens cultural awareness and understanding, and enhances the skills required to articulate identity and engage across cultural differences. Consistent with Deardorff’s model, the research explores how stories sharing shapes participants’ internal outcomes (self-awareness, adaptability, perspective-taking) and contributes to external outcomes (effective and appropriate intercultural communication).
A qualitative research design was used to analyze data from a storytelling activity and semi-structured individual interviews. Analysis of participants’ stories revealed themes related to cultivating empathy in unfamiliar environments, navigating cultural expectations in educational contexts, making sense of one’s evolving cultural identity, and engaging across linguistic and cultural boundaries. These themes illustrate the complexity of intercultural experiences and demonstrate how storytelling potentially serves as a reflective process that enables individuals to explore cultural differences, recognize commonalities, and practice skills essential to intercultural interaction.
Findings indicate that the storytelling process can potentially enhance participants’ ICC development by strengthening curiosity and openness, expanding cultural and self-knowledge, and supporting communication skills vital for engaging across differences. Storytelling emerged as a potential pedagogical approach that challenges assumptions, reduces stereotypes, fosters mutual understanding, and aligns with the iterative, developmental nature of Deardorff’s model.
Implications for educators and researchers underscore the potential benefits of integrating storytelling into curricular and co-curricular intercultural learning initiatives to foster inclusive environments that promote ICC growth. Suggestions for future research include examining storytelling’s long-term influence on ICC development, exploring its role in virtual or hybrid learning environments, and investigating how narrative practices support students’ progression through Deardorff’s Process Model of ICC. This dissertation study potentially contributes to the broader literature on intercultural education by demonstrating how stories catalyze the development of global competence and sustain meaningful engagement across cultural differences.
Details
- Title: Subtitle
- Storytelling in the developmental process of intercultural communicative competence among culturally and linguistically diverse university students
- Creators
- Yuchen Liu
- Contributors
- Lia M Plakans (Advisor)Kathy L Schuh (Committee Member)Pamela M Wesely (Committee Member)David C Johnson (Committee Member)
- Resource Type
- Dissertation
- Degree Awarded
- Doctor of Philosophy (PhD), University of Iowa
- Degree in
- Teaching and Learning (Foreign Language and ESL Education)
- Date degree season
- Spring 2026
- DOI
- 10.25820/etd.008411
- Publisher
- University of Iowa
- Number of pages
- xiii, 173 pages
- Copyright
- Copyright 2026 Yuchen Liu
- Language
- English
- Date submitted
- 01/05/2026
- Description illustrations
- illustrations, tables, graphs
- Description bibliographic
- Includes bibliogrphical references (pages 132-157).
- Public Abstract (ETD)
This dissertation examines storytelling in light of Intercultural Communicative Competence (ICC) among culturally and linguistically diverse international students at the University of Iowa. Grounded in Deardorff’s Process Model of ICC, the study examines how storytelling can potentially cultivate openness and empathy, expand cultural awareness and understanding, and strengthen the skills of articulating identity and engaging across cultural differences. Consistent with Deardorff’s model, the research explores how sharing personal stories can potentially contribute to internal outcomes, such as self-awareness, adaptability, and perspective-taking, as well as to external outcomes reflected in effective and appropriate intercultural communication.
Using a qualitative research design, the study analyzes stories from a storytelling activity and semi-structured interviews. Findings reveal themes related to developing empathy in unfamiliar environments, navigating cultural expectations in educational contexts, interpreting one’s evolving cultural identity, and engaging across linguistic and cultural boundaries. These themes demonstrate how storytelling potentially provides a reflective space for students to recognize cultural differences and commonalities, practice intercultural communication skills, and better understand themselves and others.
The study concludes that storytelling can potentially serve as a pedagogical approach that promotes curiosity, reduces stereotypes, and supports iterative ICC development aligned with Deardorff’s model. Implications highlight the value of integrating storytelling into intercultural learning initiatives to foster inclusive environments for culturally and linguistically diverse students. Recommendations for future research include examining the long-term effects of storytelling on ICC growth and exploring its application in virtual or hybrid learning contexts.
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9985176976702771
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