Exploring the Perceived Role of Foreign Language Teachers in Enhancing English Majors' Intercultural Communication Competence

Abstract

In today’s increasingly interconnected world, the ability to communicate effectively across cultures has become a vital skill for English majors. Intercultural Communicative Competence (ICC) is now recognized as a key component in English language education, especially for students preparing for global academic and professional environments. This study aims to explore the roles of foreign teachers in enhancing ICC among English majors enrolled in a high-quality English Studies program at School of Foreign Languages, Can Tho University. At the same time, various aspects related to the enhancement of English majors’ Intercultural Communicative Competence (ICC) were also examined, including general issues such as influencing factors, advantages and disadvantages, as well as students’ suggestions, in order to provide a more comprehensive perspective. The primary population of this study consisted of students from Cohorts 47 to 49 of the English Studies major (High-Quality Program) at the School of Foreign Languages, Can Tho University, as the majority of them had experienced at least one course taught by a foreign teacher. Employing a qualitative approach, the research gathered data through in-depth semi-structured interviews with 12 student participants (four participants from each cohort), who shared their personal experiences and insights regarding the contributions of foreign instructors to their intercultural development. Employing a qualitative approach, the research collected data through in-depth semi-structured interviews with 12 student participants, who shared their personal experiences and insights regarding the contributions of foreign instructors to their intercultural development. The findings indicate that foreign teachers play a significant and multifaceted role in fostering ICC. Not only do they provide authentic exposure to diverse cultural viewpoints and communicative styles, but they also promote open-mindedness, adaptability, and cross-cultural awareness among students. Moreover, the study reveals that classroom interactions with foreign teachers encourage learners to reflect critically on cultural norms, break stereotypes, and become more confident in intercultural communication. In addition, the incorporation of interactive teaching methods, student-centered activities, and real-life intercultural scenarios has further supported students’ growth in both linguistic competence and cultural sensitivity.