Vestnik of Samara State Technical University Psychological and Pedagogical SciencesVestnik of Samara State Technical University Psychological and Pedagogical SciencesВестник Самарского государственного технического университета. Серия: Психолого-педагогические науки1991-85692712-892XSamara State Technical University69888210.17673/vsgtu-pps.2025.4.5Higher school educationПедагогика высшей школыResearch ArticleLanguage and cultural barriers in international guest lecture: a case study of Polish lecturer in Indonesian graduate programsЯзыковые и культурные барьеры в преподавании: кейс польского лектора при реализации индонезийской программы аспирантурыhttps://orcid.org/0000-0002-7955-8407PrihatinYogaПрихатинЙога
Indonesia

Ph.D. Degree, Dean of the Teacher Training and Education Faculty

степень доктора философии, декан педагогического факультета

yogaprihatin@upstegal.ac.idhttps://orcid.org/0000-0002-3521-6915GashimovElchin A.ГашимовЭльчин Айдынович
Russian Federation

Doc. Philol. Sci., Professor at the Department of Philology and Intercultural Communication

доктор филологических наук, профессор кафедры «Филология и межкультурная коммуникация»

elchgash@mail.ruUniversitas Pancasakti TegalУниверситет Панчасакти ТегалSamara Branch of Moscow City UniversityСамарский филиал Московского городского педагогического университета21122025224657819122025Copyright ©; 2025, Prihatin Y., Gashimov E.A.Copyright ©; 2025, Прихатин Й., Гашимов Э.А.2025Prihatin Y., Gashimov E.A.Прихатин Й., Гашимов Э.А.https://creativecommons.org/licenses/by/4.0https://vestnik-pp.samgtu.ru/1991-8569/article/view/698882

This study investigates Indonesian postgraduate students’ perceptions of an international guest lecture presented online by a Polish professor, with a focus on language and communication hurdles, cultural differences in teaching styles, and technological engagement issues. employing a mixed-method approach with quantitative survey data supplemented by qualitative feedback from over 150 students, the study discovers that, while the majority found the lecturer’s English pronunciation clear and appreciated the adjusted speaking speed, a significant minority encountered difficulties due to accent differences. Students strongly appreciated cultural sensitivity and respect for Indonesian values, which aligned with their learning goals; nonetheless, complications in communication styles, particularly disparities in directness and indirectness, made comprehension difficult. Technological attributes such as platform efficacy and engaging ways were well received, while technical disruptions due to internet access hampered some participants. The findings emphasize the significance of linguistic adaptation, culturally responsive instruction, and a strong technology infrastructure for improving online international education. The study’s findings support existing notions about intercultural competency, culturally responsive teaching, and the important relationship between technology and learner engagement in virtual environments. Practical consequences emphasize the need for international guest speakers to adjust their speaking pace, add cultural understanding, and employ interactive digital tools, while universities must invest in dependable technology and preparation training. Subsequently, the study contributes empirical data to the discussion of globalized higher education by proposing techniques for increasing inclusion and efficacy in virtual foreign guest lectures in order to promote intercultural understanding and academic performance.

Данное исследование изучает восприятие индонезийскими аспирантами лекции, проведённой онлайн польским профессором, с акцентом на языковые и коммуникативные барьеры, культурные различия в стилях преподавания и вопросы технологического взаимодействия. Применяя смешанный метод, включающий количественные данные опроса и качественные отзывы более 150 студентов, исследование выявило, что, хотя большинство студентов считали произношение лектора на английском чётким и оценили скорректированную скорость речи, значительное меньшинство испытывало трудности из-за акцента. Студенты высоко оценили чувство иностранной культуры со стороны лектора и уважение к индонезийским ценностям, что было в соответствии с их учебными целями; тем не менее, сложности в стилях общения, особенно различия в прямоте и косвенности, затрудняли понимание. Технологические характеристики, такие как эффективность платформы и способы вовлечения, были восприняты положительно, однако технические перебои, вызванные проблемами с интернетом, мешали некоторым участникам. Результаты подчёркивают важность языковой адаптации, культурно ориентированного обучения и надёжной технологической инфраструктуры для улучшения международного онлайн-образования. Полученные данные подтверждают существующие представления о межкультурной компетентности, преподавании, ориентированном на иностранную культуру, и значимой связи между технологией и вовлечённостью обучающихся в виртуальных средах. Практические выводы подчёркивают необходимость для иностранных лекторов корректировать темп речи, учитывать культурные особенности и использовать интерактивные цифровые инструменты, а университетам — инвестировать в надёжные технологии и подготовку. В дальнейшем исследование вносит эмпирический вклад в обсуждение глобализированного высшего образования, предлагая методы повышения инклюзивности и эффективности виртуальных иностранных гостевых лекций для продвижения межкультурного понимания и академической успеваемости.

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