Students’ Meaning-Making in Multicultural Interactions: A Phenomenological Study in International English Classrooms

Abstract

International English classrooms are key settings for exploring intercultural engagement in English Language Teaching (ELT), especially in globalized higher education. While these classrooms promote diversity, little is known about how students reflect on their multicultural experiences. Most research has focused on outcomes like communication skills or academic performance, but has overlooked the personal experiences behind these outcomes. This study explores how students make sense of their experiences in multicultural English classrooms, using a descriptive phenomenological approach. Data were gathered through in-depth, semi-structured interviews with twelve culturally diverse undergraduate students. Thematic reduction was used to identify core experiential themes. The analysis revealed four key themes: cultural dissonance and discovery, identity negotiation, development of intercultural openness, and critical reflections on power and voice. These themes show how students internalize cultural differences, adapt emotionally and cognitively, and build intercultural sensitivity through discomfort and reflection. The findings offer deeper insight into the emotional and interpretive aspects of intercultural learning. They contribute to ELT by shifting attention from observable behaviors to lived experiences. The results also suggest that educators should design more inclusive and reflective learning environments, and they open new avenues for future research in internationalized education.