Understanding Intercultural Competence Through Photovisual Elicitation of Study Abroad Student Photoblogs

This dissertation investigated the development of intercultural competence (IC) among undergraduate students at Coastal Pacific University (CPU) during study abroad experiences in Japan, through a qualitative study specifically focusing on how students narrate their experiences of cultural differences and how photoblog posts reflect cultural interactions. Informed by D. Kolb's experiential learning theory (ELT) (1984), the study employs photovisual elicitation methodology, utilizing student-created photoblogs and semi-structured interviews to gain a deeper understanding of IC development. The approach/method includes direct visual analysis of photos, structural analysis of photoblog texts, and thematic analysis of both the texts and interviews. The study is guided by two primary research questions: 1) How do CPU students narrate their experiences of cultural differences while studying abroad? and 2) How do students’ photoblogs created during the CPU Japan Study Abroad program reflect students’ cultural interactions and development during their study abroad experience? The use of photovisual elicitation offers a novel approach to understanding students' experiences and perspectives. Findings revealed that participants experienced development across five key areas: personal growth and identity development, confidence in navigating unfamiliar environments, cultural awareness and sensitivity, language and communication skills, and academic and professional growth. Participants’ reflections, captured through their photoblog narratives and expanded upon in interviews, reveal a growing awareness of cultural complexity, shifts in self-understanding, and evolving perspectives shaped by immersive experiences and critical engagement with difference. These findings suggest that intentional, structured reflection, particularly through visual and narrative methods, can support deeper intercultural learning. Embedding reflective practices such as guided photoblogging into study abroad programs may enhance the development of IC, especially when paired with pre-departure preparation, ongoing support, and post-return integration.