English-majored students' development of intercultural communication competence and icontributing factors

Abstract

In an increasingly globalized educational landscape, intercultural communicative competence (ICC) has become a pivotal skill for English-majored students aspiring to engage effectively in diverse academic and professional contexts. This study examines English-majored students’ perceptions of ICC development and explores the factors that influence this process. A total of 65 English-majored students, including third- and fourth-year English majors, from the School of Foreign Languages at Can Tho University participated in the research. Employing a mixed-methods approach, the study used a five-point Likert scale questionnaire complemented by open-ended questions to collect both quantitative and qualitative data. The findings reveal that students generally perceive their ICC as well developed, particularly in the dimensions of attitudes and knowledge. However, skills of interpreting, relating, and students’ cultural awareness remain areas for further improvement. The study suggests that the development of ICC was found to be primarily shaped by educational influences such as curriculum design, pedagogical approaches, and teacher competence which are supported by learners’ personal motivation and intercultural experiences. These results underscore that ICC extends beyond language proficiency to encompass openness, empathy, and ethical understanding in intercultural encounters. By highlighting the dynamic interplay of affective, cognitive, behavioral, and contextual factors, this study contributes to the theoretical understanding of ICC formation among English-majored students in Vietnam. It also provides practical insights for educators, curriculum developers, policymakers, and employers seeking to design experiential and reflective learning environments that strengthen students’ intercultural awareness and competence.