Engagement and resistance in intercultural communication through a virtual exchange: Insights from Japanese higher education

Abstract

Virtual exchange (VE) programs are often associated with increased motivation and intercultural awareness; however, less attention has been given to the complexities of student engagement and the potential for resistance during these experiences. Encouraging reflection before participation in a VE project, this study investigates how students’ predispositions toward engaging (and/or resisting) intercultural communication in English are expressed before and after participation in a VE. Grounded in a linguaculture framework, the research employed open-ended questionnaires administered pre- and post-exchange to explore perceived levels of engagement and resistance. Reflexive thematic analysis revealed five distinct themes capturing students’ varying responses to the VE experience. The findings highlight that VE does not automatically lead to positive engagement and that resistance, whether passive or active, can co-exist alongside motivation.