Impact of COVID-19 on Cross-cultural Learning from Malaysia-to-Japan Research Exchange

Abstract

Outbound research exchange program to Japanese Higher Education Institutes is very popular among Malaysian researchers. During the exchange program, bilateral cultural learning occurs between researchers from Malaysia and Japan. Mutual cultural understanding accelerates the respect for foreign cultures and enables cultural diversity to flourish in the globalized world. However, the COVID-19 outbreak has shattered the traditional cultural learning paradigm. This study analyzes the cultural components of the Japanese exchange program disrupted by the pandemic. A survey with a Likert scale of 1 to 5 was conducted to investigate the disruption of continuous cultural learning in terms of lifestyle, language, social value, and trends experienced by Malaysian researchers after the pandemic. The results show that the Japanese social values are influencing Malaysian researchers and the disruption caused by the pandemic is significant (

References
[1] Khalid KA, Sulaiman N, Isa SM, Saad S. Assessing the look east policy: Moving beyond work culture and ethic. Asian Social Science. 2013;9(17):111-119. https://dx.doi.org/10.5539/ass.v0n17p111

[2] Cubillos J, Ilvento T. Intercultural contact in short-term study abroad programs. Hispania. 2018;101(2):249-66.

[3] Gan HS, Ramlee MH, Wahab AA, Lee YS, Shimizu A. From classical to deep learning: Review on cartilage and bone segmentation techniques in knee osteoarthritis research. Artificial Intelligence Review. 2021;54(4):2445-94. https://doi.org/10. 1007/s10462-020-09924-4

[4] Berzano LC. Genova, lifestyles and subcultures. Florida: CRC Press; 2015.

[5] Altugan AS. The relationship between cultural identity and learning. Procedia-Social and Behavioral Sciences. 2015;186:1159-62. https://doi.org/10.1016/j.sbspro.2015.04.161

[6] N. Grigorian, N. Bekaryan, and N. Melkonyan, “THE IMPORTANCE OF CULTURAL COMPONENT IN FOREIGN LANGUAGE TEACHING PROCESS.,” In: 10th International Conference on Education and New Learning Technologies. pp. 2860–2864. , Palma, Spain (2018).

[7] Kuo MM, Lai CC. Linguistics across cultures: The impact of culture on second language learning. 2006;1(1);1-10.

[8] D. Crafa, J.Q. Liu, and M.B. Brodeur, “Social Values and Determinants of Cultural Fit in Quebec: The Roles of Ancestry, Linguistic Group, and Mental Health Status.,” Frontiers in Psychology. vol. 10, no. 1, pp. 1–13, 2019.

[9] Simeon R. The branding potential and Japanese popular culture overseas. Journal of Diversity Management ( JDM). 2006;1(2):13-24.

[10] Streitwieser BT, Le E, Rust V. Research on study abroad, mobility, and student exchange in comparative education scholarship. Research in Comparative and International Education. 2012;7(1):5-19.

[11] Sobkowiak P. The impact of studying abroad on students’ intercultural competence. Studies in Second Language Learning and Teaching. 2019;9(4):681-710. https://dx.doi.org/10. 14746/ssllt.2019.9.4.6

[12] Y. Bentata, “The COVID-19 pandemic and international federation of medical students’ association exchanges: thousands of students deprived of their clinical and research exchanges,.” Medical Education Online. vol. 25, no. 1, pp. 1–3, 2020.

[13] Machwale S, Bendaoud R, Henze J, Berrada K, Burgos D. Virtual exchange to develop cultural, language, and digital competencies. Sustainability. 2021;13:1-16. https://doi.org/10. 3390/su13115926

[14] Maharaja G. The impact of study abroad on college students’ intercultural competence and personal development. International Research and Review. 2018;7(2):18-41. DOI