抄録
This project was conducted as part of a small-sized seminar course from 2019 to 2020 to investigate an effective approach to promoting on-campus intercultural experiences between local and international students in a Japanese education major university context as part of pre-service teacher training and of developing Japanese students’ intercultural competencies through self-reflection over actual and online contacts. The hypothesis was that virtual communication may compensate for the disadvantages of in-person intercultural contacts. The study revealed that online interactions using Zoom at the outset of friendship formation successfully resolved scheduling problems and reduced shyness toward foreigners among the Japanese student participants without prior intercultural experiences. Following a series of online interactions followed by direct contact, the Japanese students seem to have acquired self-confidence and motivation to actively participate in the project, which enhanced their awareness of other cultures and modified their attitudes toward international students. Moreover, it could be said that they attained personal growth in problem-solving, project planning, and cooperative attitudes, which ultimately led to the recognition of language minorities in Japan itself and to self-directed volunteer activities helping foreign students with adaptation in a local elementary school.
https://ror.org/05vkk5g69 
