INTRODUCTION
Background to the study
In recent years, there has been a growing recognition of the importance of culture in language learning, particularly in ESL and EFL contexts To effectively master a foreign language, learners must understand its cultural context, as culture acts as a bridge to language competence Brown (1994) emphasizes that language and culture are intricately intertwined, making it impossible to separate them without losing their significance This interdependence is crucial for achieving fluency in the target language, especially in our globalized world where interactions with diverse cultures are increasingly common Therefore, acknowledging the essential role of culture in language education is vital for successful learning outcomes.
In today's globalized world, intercultural communicative competence (ICC) has become essential in English teaching and learning Recent trends show a shift from traditional focus areas like phonology, vocabulary, and grammar towards enhancing learners' understanding of ICC This emphasis is reflected in contemporary English curricula, highlighting the importance of intercultural communication in language education Researchers argue that integrating ICC is crucial, as it can lead to engaging experiences or, conversely, misunderstandings in communication.
Misunderstandings, often referred to as "fluent fools," arise from a lack of cultural knowledge, particularly in English language learning and teaching This issue is widely acknowledged in academic literature, with numerous studies highlighting the significant role of intercultural communicative competence (ICC) in English as a Foreign Language (EFL) education (Byram, 1997; Trinh, 2014).
Recent trends in intercultural communication have highlighted the importance of intercultural communication knowledge in the English as a Foreign Language (EFL) field, particularly in Vietnam There is a growing movement to integrate intercultural content into English lessons, aiming to equip learners with both language skills and intercultural competence (ICC) for effective communication in multicultural settings (Tran & Seepho, 2014) In 2018, Vietnam's Ministry of Education and Training (MOET) outlined objectives for the upper secondary curriculum, emphasizing the need for deeper understanding of English-speaking cultures and respect for cultural diversity, while also reflecting Vietnamese cultural values (MOET, 2018) This shift underscores the increasing recognition of ICC's role in Vietnam's educational landscape However, many researchers, including Chau & Truong (2018) and Nguyen (2013), argue that the integration of culture into EFL teaching has not been adequately addressed in terms of intercultural goals and teaching methodologies.
At Bui Thi Xuan High School, the integration of cultural aspects in English language teaching and learning is often overlooked, despite teachers recognizing its significance Observations indicate that the curriculum tends to prioritize language mechanics over cultural education, highlighting a gap that needs to be addressed for a more comprehensive learning experience.
New high school textbooks highlight three key issues more frequently than their predecessors, emphasizing cultural aspects However, the teaching practices employed by educators remain largely unchanged.
Teachers often address cultural issues in their lessons, yet they do not consistently incorporate these aspects in a systematic manner The integration of cultural factors into English teaching varies among educators, with a few excelling while most tend to focus solely on lectures Additionally, challenges such as time constraints, inadequate school facilities for English instruction, and a general undervaluation of culture's role in language learning contribute to the limited exposure students have to cultural learning at Bui Thi Xuan High School.
Statement of the problem
Bui Thi Xuan High School students exhibit a notable lack of understanding and interest in cultural learning within their English classes This challenge is exacerbated by the limited presence of cultural content in the textbooks, which include a pilot program and a standard version The new English textbooks incorporate cultural lessons only once every three weeks, while the standard textbooks offer minimal cultural insights The pilot curriculum presents a more comprehensive portrayal of culture compared to the standard one (Chau & Truong, 2019) Additionally, the standard course aims to enhance students' understanding of the cultures of English-speaking countries and Vietnam, but often integrates cultural content only superficially within the lesson material, leaving students underprepared for cultural engagement.
4 relevant communicative situations, from which students could understand cultural differences (Van, 2011) Thus, the time is inefficient for students to practice thoroughly to understand the cultural factors
Despite the inclusion of a "Communication and Culture" section in each textbook unit, students often show a lack of interest in these lessons, resulting in diminished intercultural attitudes and skills This disinterest stems from the focus on comparing cultures across different countries and assessing understanding through reading comprehension Additionally, outdated information within the lessons contributes to learners' dissatisfaction.
Students often do not prioritize Intercultural Communicative Competence (ICC) in their English learning due to a disconnect between the objectives of cultural lessons and the focus of regular assessments While cultural lessons aim to deepen students' understanding of different cultures, tests primarily evaluate linguistic knowledge rather than ICC Additionally, students frequently lack the necessary skills to integrate culture into their language learning, and teachers tend to overlook the importance of fostering ICC, ultimately hindering the achievement of its objectives.
Students at Bui Thi Xuan High School face several challenges in developing Intercultural Communicative Competence (ICC) in real learning contexts Key obstacles include limited time, mixed student proficiency levels, large class sizes, and a lack of genuine intercultural environments With only forty-five minutes per class and an average of forty-five students, the effectiveness of learning and cultural exchange among students is significantly hindered.
Aims and objectives of the Study
This study aims to investigate the factors influencing the development of intercultural communicative competence among EFL students at Bui Thi Xuan High School in Da Lat The research focuses on specific objectives related to understanding these key factors.
To determine the level of ICC of EFL students at Bui Thi Xuan high school;
To find out the factors that affect the ICC development of EFL students at Bui Thi Xuan high school;
To examine if there are any significant differences in the level of ICC and factors affecting ICC development among 10 th , 11 th , and 12 th grade students.
Research questions
The following research questions must be addressed in order to achieve the aforementioned goals:
1 To what extent is the level of ICC of EFL students at Bui Thi Xuan high school?
2 What are the factors that affect the ICC development of EFL students at Bui Thi Xuan high school?
3 Are there any significant differences in the level of ICC and factors affecting ICC development among 10 th , 11 th , and 12 th grade students? If yes, how?
Scope of the study
This study, conducted at Bui Thi Xuan High School in Da Lat City, Lam Dong Province, involved 140 randomly selected students from grades 10, 11, and 12 The findings indicate that students using the new English textbooks demonstrate significantly higher proficiency levels compared to those learning with the old textbooks To enroll in the new curriculum, students must achieve an English score above 5 on the entrance examination administered by the Lam Dong Department of Education and Training Currently, the distribution of students utilizing the pilot textbooks is 46 in grade 10, 74 in grade 11, and 52 in grade 12, while the remaining students are using standard textbooks, with totals of 567 in grade 10, 691 in grade 11, and 568 in grade 12.
The study employed a mixed-methods research approach, utilizing both a questionnaire and semi-structured interviews for data collection For data analysis, the author applied SPSS software along with content analysis techniques.
Significance of the study
This study emphasizes the significant impact of culture on foreign language acquisition, specifically in high school English learning Additionally, it presents valuable practical insights that will benefit all stakeholders involved in the educational process.
Teachers can gain valuable insights into their strengths and weaknesses through questionnaires and student interviews, leading to meaningful improvements in their teaching methods Meanwhile, students who understand the critical connection between language and culture can utilize the language more effectively, highlighting the importance of cultural awareness in language learning.
Understanding the factors influencing the development of Intercultural Communicative Competence (ICC) in English as a Foreign Language (EFL) students is crucial By addressing the questions posed in the study, we can effectively assess the current level of ICC among EFL learners This comprehensive analysis will lead to the implementation of targeted solutions to enhance their intercultural skills.
Definitions of the Terms
To provide a specific perspective on the issues addressed, several terms must be specified for the purpose of this report
Culture encompasses various dimensions, including home culture, target cultures, and foreign cultures Specifically, it refers to Vietnamese culture, the cultures of English-speaking countries, and the cultures of non-English-speaking countries that utilize English as a second or foreign language.
Intercultural communicative competence encompasses the essential abilities required for effective and appropriate interactions among individuals from diverse linguistic and cultural backgrounds This competence integrates awareness, knowledge, skills, and attitudes crucial for navigating cross-cultural communication successfully.
7 interact effectively and appropriately with individuals from different cultures where motivation is an important element (Deardorff, 2006)
Organization of the thesis
This current research is organized as follows into 5 chapters:
Chapter 1 introduces the research by outlining the study's background, stating the problem, and detailing the aims and objectives It also presents the research questions, defines the scope and significance of the study, and clarifies key terms essential for understanding the research.
Chapter 2 deals with the review of the literature, which involves culture and language in English language teaching and learning, definitions of intercultural communicative competence, components of intercultural communicative competence, factors affecting the development of intercultural communicative competence and review of previous studies
Chapter 3 presents research methodology utilized in this research, which includes research setting, research design, data collection and analysis procedures, pilot study, and ethical considerations
Chapter 4 presents the results of the collected data from both questionnaire and semi-structured interview Analysis and discussions are included in this chapter
Chapter 5 presents the conclusions, limitations, and suggestions for further research
LITERATURE REVIEW
Introduction
This chapter provides a thorough literature review pertinent to the study, beginning with an exploration of the relationship between culture and language in English language teaching and learning It then defines intercultural communicative competence (ICC) as outlined by key researchers globally The subsequent section analyzes factors influencing the development of ICC, followed by an overview of relevant prior studies Finally, the chapter synthesizes these findings, offering a comprehensive review of ICC in both domestic and international contexts.
Culture and language in English language teaching and learning
The interplay between culture and language, especially in English Language Teaching (ELT), has long been a focal point for researchers in language acquisition Numerous studies underscore the essential connection between culture and the English language Sowden (2007) emphasizes that in today's post-method era, ELT has become increasingly attuned to cultural considerations, highlighting the importance of integrating cultural elements into English teaching and learning Swiderski (1993) reinforces this perspective, asserting that all aspects of teaching and learning are inherently cultural in both ESL and EFL contexts Recent studies, including those by Byram and Flemming (1998), further support the notion that successful integration of language learners into English-speaking cultures necessitates a focus on both the target language and its cultural context.
English language teaching should incorporate cultural elements simultaneously, as emphasized by Clouet (2006), who asserts that "It is impossible to dissociate culture for EFL" (p.56) This highlights the crucial role of culture in the English teaching context, as evidenced by the frequent discussions in published articles about the strong relationship between culture and language Chen (2016) further supports this notion, stating that acquiring cultural knowledge is essential for learners aiming to master a foreign language Consequently, it is imperative for teachers to integrate cultural issues into English language instruction.
Numerous researchers emphasize the essential connection between culture and language in English language teaching and learning, advocating for the integration of cultural elements in educational practices Studies frequently cited in this context demonstrate the effectiveness of incorporating culture into English instruction Byram (1997) notably highlights the positive impact of cultural integration on learners' intercultural knowledge, skills, attitudes, and awareness, while other scholars such as Nguyen (2017) and Tran and Dang further support this perspective.
Research indicates that learners' acquisition of a target language is closely linked to their motivation, as highlighted by Erfani (2014), who found that a deeper understanding of culture enhances students' language abilities Similarly, Rashidi and Soureshjani (2011) and Sara and Hatam (2014) concluded that using culturally-based materials in teaching significantly boosts EFL learners' motivation Atkinson (1999) emphasizes the importance of redefining culture in TESOL, suggesting that a nuanced understanding of the interplay between individual and cultural contexts is essential for effective language education in the 21st century.
In other words, Atkinson highlights the focal relationship between culture and language not only in TESOL but also in English learning and teaching in general
The studies highlighted demonstrate the crucial connection between culture and language in English language teaching and learning, emphasizing that this relationship is fundamentally inseparable, as noted by Agar (1994).
"culture is in language and language is loaded with culture” (p.28) Thus, all the literature above again emphasizes the necessity to integrate culture in ELT and ELL.
Intercultural communicative competence
2.3.1 Definition of Intercultural communicative competence
Intercultural communicative competence (ICC) is a widely used term that encompasses various concepts, making it challenging to define clearly Its relevance spans multiple fields, including language education, healthcare, human resources, and business communication, which complicates the establishment of a consensus on its meaning (Deardorff, 2006a) Due to its complexity, researchers often use different terms interchangeably with ICC, such as "cultural awareness" and "cultural sensitivity" (Polisca, 2011).
Intercultural awareness and intercultural competence are key concepts in understanding intercultural communication Various researchers, including Bennett (1993), Byram (1997), Fisher et al (2004), and Levy (2007), have introduced related terms such as intercultural sensitivity, intercultural communicative competence, intercultural understanding, and cross-cultural communication To address the confusion surrounding these terms, a survey synthesizing the perspectives of over 200 intercultural scholars and experts was conducted by Fantini.
Intercultural communicative competence, a term established in 2005, aligns closely with the concept of "communicative competence" that has been prevalent in language teaching and learning since the 1970s.
The reason why there are so many variations for this term comes from the purpose that each researcher personally focuses on the concept For instance, while
‘intercultural’ terms tend to be more concerned with the ability to adjust oneself when
11 interacting with different cultures without losing their own value, ‘cross - cultural’ terms highlight that learners must possess a certain level of global competence to understand another culture
In the context of language teaching and learning, various definitions of
Intercultural communicative competence (ICC) is widely recognized as the ability to communicate effectively and appropriately in diverse cultural environments Chen and Starosta (1999) define ICC as the capability to negotiate cultural identities through communication, while Deardorff (2004) emphasizes the importance of intercultural knowledge, skills, and attitudes in such interactions Additionally, Bennett and Bennett (2004) describe ICC as the proficiency in communicating across cultures Overall, these definitions highlight the essential role of understanding and adapting to cultural differences in effective communication.
Intercultural communication competence (ICC) is defined as the ability to effectively and appropriately engage in conversations with individuals from diverse linguistic and cultural backgrounds (2015, p.30) This concept aligns with the insights of Dai and Chen (2014), who emphasize that participating in intercultural dialogue or trade presents challenges such as communication barriers, cultural stereotypes, and language deficiencies They argue that overcoming these obstacles is essential for successful global interactions, and that acquiring ICC is crucial to address these issues (Dai & Chen, p 1).
Understanding culture is crucial for effective language communication, especially in today's globalized world where diverse cultural interactions are common As individuals from various backgrounds increasingly engage with one another, the development of intercultural communicative competence (ICC) among English speakers becomes essential This highlights the significance of cultural awareness in enhancing communication skills.
To achieve successful communication with individuals from diverse cultures, it is essential to develop Intercultural Communicative Competence (ICC) Integrating the concept of ICC with the significance of culture in language education highlights that, without this key competency, learners cannot reach their ultimate language goals in today's interconnected world.
The literature review reveals a range of definitions for intercultural communicative competence (ICC) In this thesis, the author specifically adopts the definition of "intercultural communicative competence" as articulated by Fantini.
Intercultural communicative competence (ICC) is defined as a complex set of skills essential for effective interaction with individuals from diverse linguistic and cultural backgrounds According to the author, ICC encompasses three key abilities: acquiring target language knowledge, possessing general and specialized knowledge about the world, and employing strategic communication Mastery of these abilities enables learners to determine what to say, how to say it, who to communicate with, and the appropriate timing and context for their interactions Ultimately, achieving these competencies signifies the successful attainment of intercultural communicative competence.
2.3.2 Components of Intercultural communicative competence
The lack of consensus among researchers regarding the definition of Intercultural Communication Competence (ICC) has resulted in diverse interpretations of its components Studies reveal varying perspectives, with Wiseman (2002) identifying four essential elements: motivation, knowledge, attitudes, and behaviors In contrast, Spitzberg (2000) emphasizes that ICC is comprised solely of skills, motivation, and knowledge Further analysis by Sercu (2005) presents a different view, suggesting that ICC encompasses three key components: knowledge, attitudes/traits, and skills/behavior.
Intercultural competence (ICC) encompasses a combination of culturally sensitive knowledge, a motivated mindset, and essential skills, as highlighted by Bennett, Bennett, and Allen (1999) However, this perspective is often seen as incomplete; for instance, an individual who is motivated but lacks the necessary knowledge and skills may struggle with effective communication To address this, Byram (2000, 2009) proposes a multi-componential approach to ICC that includes attitudes, knowledge, interpretation and relation skills, discovery and social interaction skills, and critical cultural awareness The intricate relationships among these components are crucial for developing comprehensive intercultural competence.
Figure 2.1: A model of intercultural communicative competence components
Sercu et al (2005) provide an extensive overview of intercultural communicative competence (ICC), categorizing its components into three primary groups: knowledge, skills/behavior, and attitudes/traits Each of these groups comprises significant subcomponents that are interconnected logically.
Table 2.1: Components of Intercultural Competence (Sercu et al, 2005)
Sercu et al (2005) detail the subcomponents of knowledge essential for intercultural competence, which include specific to general cultural knowledge, self-awareness, understanding of others, and insights into how culture influences language and communication They introduce the term “savoirs” to represent the knowledge of self and others The skill and behavior components, referred to as “savoir faire/apprendre,” encompass various learner abilities, such as the capacity to interpret, relate, discover, and effectively use knowledge Lastly, the attitudes component, known as “savoir être/savoir –s’engager,” emphasizes the importance of valuing others, fostering a positive disposition towards intercultural communication, and engaging critically with foreign cultures and perspectives.
In another well- known recent research, as mentioned in the definition of ICC above, Fantini (2015) shows a list of components on ICC after having studied over
200 works from intercultural experts and researchers worldwide, shown as follows:
Figure 2.2 Intercultural communicative competence and sub-components
The model illustrated consists of five key components: characteristics or attributes, domains or abilities, dimensions, target language proficiency, and a longitudinal developmental process The first component encompasses a range of learner traits, including open-mindedness, patience, motivation, empathy, perceptiveness, tolerance for ambiguity, humor, self-reliance, flexibility, and the ability to suspend judgment The second component focuses on establishing relationships, effective communication, and collaboration The third component addresses knowledge, attitude, and awareness, while the fourth and fifth components are straightforward without sub-elements.
The proposed researchers have outlined various components of Intercultural Competence (ICC) from their unique perspectives, providing a comprehensive overview that ranges from general to specific insights This detailed literature serves as a valuable resource for individuals seeking to deepen their understanding of ICC The thesis aims to synthesize these components, highlighting the different dimensions of ICC for enhanced clarity and knowledge.
Factors affecting the development of Intercultural communicative
Proficiency in English is a crucial factor in the success of developing intercultural competence (ICC) Numerous studies highlight the significant impact of language skills on enhancing students' ICC This is primarily because intercultural communication competence is closely linked to academic abilities and essential skills needed for effective interaction, understanding similarities and differences, managing basic arguments, and building relationships among individuals from diverse backgrounds (Friedman & Antal, 2005).
According to Prodromou (1992), English proficiency significantly influences learners' attitudes, indicating that as students advance in their English skills, they become more open to engaging with interesting content and diverse cultural inputs (p 48) He emphasizes the importance of considering students' proficiency levels before incorporating cultural aspects into English as a Foreign Language (EFL) instruction This perspective aligns with the findings of Tran and Duong (2014), which further support the notion that proficiency plays a crucial role in effective cultural integration within language learning.
“Graduate students who had high level of English proficiency were those who had higher level of ICC” (p.47) This issue has recently been highlighted by Liu’s study
In 2019, it was noted that learners' competence levels often hinder the effective implementation of English as a Lingua Franca (ELF) approaches in the classroom However, recent studies by Dooly (2007), Haneda (2008), and Martin-Beltrán (2010) suggest that these challenges can be addressed through targeted strategies.
English language proficiency as a decisive factor in language teaching and learning in general and in ICC in specific
Sarwari and Wahab (2016) conducted a study examining the connection between English language proficiency and intercultural communicative competence (ICC) Their findings indicate that higher language proficiency not only facilitates increased student interactions but also enhances ICC Students with strong English skills experience fewer challenges, such as anxiety and lack of confidence, in the learning process, allowing them to quickly acquire knowledge, including aspects of ICC.
Zhang et al (2012) highlight the significant role of English language proficiency in enhancing learners' intercultural communicative competence (ICC) They conclude that students with strong English skills are better equipped to address social issues and environmental challenges Additionally, these proficient learners tend to be more active, dynamic, and adaptable in the face of discrimination, allowing them to effectively manage daily stressors related to such experiences.
Berg et al (2009) highlight that the effectiveness of the relationship between second language acquisition and intercultural learning is significantly enhanced when learners achieve high proficiency levels Their findings indicate that advanced learners tend to develop better intercultural communicative competence Supporting this view, Hismanoglu (2011) notes that higher-proficiency learners can soften refusals using modal adverbs, while lower-proficiency learners often resort to direct refusals, such as "I can't" (p 814).
In view of all that has been mentioned so far, one may suppose that it is language proficiency that highly influences the development of intercultural communicative competence
Psychology plays a crucial role in the development of Intercultural Communicative Competence (ICC) among learners While there are limited studies exploring this relationship, it is evident that psychological factors significantly influence ICC development Research by ệrmeci (2013) and Shabitha and Mekala (2013) highlights that psycholinguistic barriers can hinder language comprehension, acquisition, and production Among various psychological factors, anxiety, lack of motivation, and low self-confidence are particularly impactful, as noted by Bai and Yuan (2018) and Rafada and Madini (2017).
Dong et al (as cited in Dai & Chen, 2014) examine the impact of shyness and self-esteem on intercultural communication competence (ICC), finding that shyness negatively affects ICC while self-esteem positively influences it (Dai & Chen, 2014, p 8) Their descriptive analysis reveals a significant correlation between these factors and ICC development, concluding that learners with higher self-esteem are more likely to excel in ICC Conversely, the study indicates that shyness hinders learners' ICC growth This perspective aligns with Ehrlich's (1973) assertion that individuals with high self-esteem tend to have more positive attitudes toward out-group members compared to those with low self-esteem.
In addition to shyness and self-esteem, empathy plays a significant role in the development of intercultural communication (ICC) Chen (2013) emphasizes that a key aspect of empathy is the ability to "acquire another person’s perspective," which is essential for effective intercultural interactions This understanding highlights the importance of empathy in facilitating successful communication across diverse cultures.
19 introduced in the context of language teaching and learning and she also emphasizes on the influence as well as the inspiration of empathy on the development of ICC
Understanding the different types of motivation is crucial for enhancing the language learning process According to Brown (2000), motivation can be categorized into two main types: instrumental motivation and integrative motivation Instrumental motivation refers to the desire to learn a language to achieve specific career, educational, or financial objectives In contrast, integrative motivation emphasizes the importance of connecting with the culture and community associated with the language.
The desire to learn a language is often fueled by a positive emotional connection to its speaking community (Brown, 2000) Additionally, personal motivation plays a crucial role, as learners find joy in reading and engaging with English-language entertainment (Cooper & Fishman, 1977; Benson, 1991).
Motivation plays a crucial role in the success of language learning, as supported by extensive research highlighting its positive impacts (Dornyie, 1994a, 1994b; Dửrnyei, 2003; Masgoret & Gardner, 2003) Dửrnyei (2009) emphasizes that motivation is the primary impetus for initiating second or foreign language learning and serves as the driving force to sustain the often lengthy and challenging process Furthermore, he notes that motivation can compensate for significant deficiencies in both language aptitude and learning conditions (Dửrnyei, 1998).
Demotivation significantly hinders language learning outcomes, contrasting with the positive impact of motivation According to Falout et al (2009), demotivated learners often experience boredom, which can derail their language learning goals These researchers further note that students who feel demotivated frequently perceive themselves as incapable of mastering the target language.
Demotivation in second language learning is a relatively new concern, leading to a lack of agreement among researchers regarding its causes Hosseini & Jafari (2014, p.191) identify six key factors that may contribute to learners' demotivation based on their analysis of previous studies.
Dornyei (2001a), however, presents a more detailed possible factors related to the causes of demotivation:
(1) Teachers’ personalities, commitments, competence, teaching methods
(2) Inadequate school facilities (large class sizes, unsuitable level of classes or frequent change of teachers)
(3) Reduced self-confidence due to their experience of failure or lack of success
(4) Negative attitude toward the foreign language studied
(5) Compulsory nature of the foreign language study
(6) Interference of another foreign language that pupils are studying
(7) Negative attitude toward the community of the foreign language spoken
(9) Course books used in class
Motivation in language learning refers to the willingness to communicate, which reflects an individual's desire and interest in engaging with others (McCroskey, 1992; McCroskey & Richmond, 1990) This willingness is a significant factor that contributes positively to language acquisition (Asmali, 2016) Conversely, demotivation indicates an unwillingness to communicate, which can hinder language learning progress.
Previous studies
A thorough examination of the ICC subject in both international and national contexts is crucial for authors to acquire in-depth knowledge and experience Additionally, insights gained from these studies can significantly enhance understanding of the topic.
31 comprehending such aspects of the previous studies as research’s aim, participants, methods to collect data and result, the research gap tends to be identified easily
Numerous international studies have explored teachers’ perspectives on the significance of cultural factors in English Language Teaching (ELT), highlighting a strong, inseparable relationship between culture and ELT (Gonen & Saglam, 2012; Gu, 2016; Han, 2009; Han & Song, 2011; Sara & Hatam, 2014) These studies consistently reveal that teachers generally hold positive attitudes towards incorporating culture into ELT, with Sara and Hatam (2014) placing particular emphasis on this crucial aspect in their research titled “Culture in ELT.”
This study, titled "A Probe into Iranian EFL Teachers' Perspectives," involved surveying 95 Iranian language teachers of varying qualifications using a Teacher Questionnaire based on Saluveer (2004) The analysis, conducted by two university professors, focused on eight cultural aspects within the questionnaire Findings indicated that teachers' qualifications did not significantly influence their perspectives on the importance of culture in English Language Teaching (ELT) In a related study by Banjongjit and Boonmoh (2018) in Thailand, semi-structured interviews with seven teachers from King Mongkut’s University of Technology Thonburi explored perceptions of promoting Intercultural Communicative Competence (ICC) in EFL classes The results revealed that while most Thai teachers understood the definitions of ICC, their perceptions of culture varied, highlighting the differing individual interpretations of culture and ICC.
Running parallel to the studies mentioned above and perhaps perceiving the important role of learners’ perceptions in language acquisition process, researchers
Recent studies, including those by Byram (1991), Brooks-Lewis (2014), Güneş and Mede (2019), and Liu (2019), have primarily focused on learners' perceptions to gain deeper insights into the impact of culture on English language learning Overall, findings indicate a significant positive shift in students' attitudes throughout the learning process Notably, Güneş and Mede (2019) explored the perceptions of 20 Turkish EFL students before and after integrating Intercultural Communicative Competence (ICC) into their English course, revealing a marked increase in cultural awareness Similarly, Liu (2019) examined 210 non-English majors in Taiwan, discovering a positive outlook on culture learning in EFL classes, though students expressed skepticism about the relationship between cultural mastery and English proficiency Additionally, dissatisfaction was noted regarding the teaching practices and materials used in EFL instruction.
In the context of Vietnam, there has been a growing emphasis on Intercultural Communication Competence (ICC), highlighting its significance in language proficiency Recent research has explored the effectiveness of ICC teaching models for English as a Foreign Language (EFL) learners, indicating that integrating ICC can enhance language learning outcomes.
Duong, 2018b); Factors and Constraints on EFL Learners’ ICC Development (Tran
& Seepho, 2017); EFL Learners' Perceptions and Attitudes towards ICC Teaching (Tran & Seepho, 2016a; Tran & Seepho, 2016c)
A detailed examination of previous studies on intercultural communication (ICC) education in Vietnam is crucial, focusing on research purpose, participants, methods, and results In 2018, Tran and Duong conducted a study to assess the feasibility of an intercultural communicative language teaching (ICLT) model, involving forty-seven EFL learners enrolled in a General English course at a foreign language center in Ho Chi Minh City Data collection methods included language tests, intercultural competence assessments, and semi-structured group interviews The findings indicated that the ICLT model significantly enhances both language and intercultural competence among EFL learners, leading to a recommendation for its implementation in other similar EFL contexts.
In the era of globalization, understanding intercultural competence (ICC) has become essential, prompting researchers like Tran and Seepho (2017) to investigate the factors influencing its development among EFL learners in Vietnam Their study involved 47 EFL students enrolled in a General English course at a foreign language center in Ho Chi Minh City, utilizing diary entries and semi-structured group interviews for data analysis The findings indicated that supportive factors significantly enhanced learners' ICC development, overshadowing the constraints Consequently, Tran and Seepho (2017) emphasized the importance of focusing on elements such as learners, teachers, learning materials, and context to foster ICC growth effectively.
Being a part of a fifteen-month project, the study conducted by Tran and Seepho (2016a) named “EFL Learners' Perceptions towards Intercultural Language Communicative Teaching” aims at exploring EFL learners’ perceptions towards
The ICLT model has significantly enhanced the intercultural communicative competence (ICC) of EFL learners in Vietnam A study involving 47 EFL learners at a foreign language center in Ho Chi Minh City utilized diaries, questionnaires, and semi-structured group interviews to collect data The findings indicate a positive shift in learners' perceptions, demonstrating that the implementation of the ICLT model has effectively fostered the ICC of these learners.
Tran and Seepho (2016c) conducted a comprehensive study on EFL learners' attitudes towards Intercultural Communicative Language Teaching (ICLT) and their development of intercultural competence (ICC) The research involved forty-seven EFL learners enrolled in an intercultural communication course at a foreign language center in Ho Chi Minh City, Vietnam Utilizing a combination of questionnaires, language tests, ICC assessments, and semi-structured group interviews, the study revealed a significant shift in learners' attitudes towards intercultural communicative language learning, with their ICC developing in similar patterns The authors highlighted the importance of integrating ICLT into Vietnam's EFL context and other related educational settings.
A study by Chau and Truong (2019) highlights the importance of integrating culture into the teaching curriculum, specifically examining how upper secondary EFL teachers in a Southern province of Vietnam address intercultural content in course books The research involved 101 EFL teachers who completed questionnaires, alongside six class observations By combining qualitative and quantitative data, the study revealed that most teachers did not incorporate intercultural objectives in their lessons and rarely implemented intercultural language activities in their teaching practices.
The authors recommend that educational managers develop training programs for teachers focused on intercultural integration and effective teaching pedagogy Additionally, teachers should actively work to enhance their intercultural teaching practices by adapting prescribed content and tasks from course materials to facilitate meaningful intercultural interactions.
In Vietnamese tertiary EFL classrooms, Ho (2011) investigates the integration of language teaching experiences to enhance intercultural competence among learners This three-phase longitudinal study evaluates the incorporation of culture in EFL curricula, explores teachers' and students' perceptions of culture in language education, and assesses the impact of intercultural issues on learners' development of intercultural communicative competence (ICC) The findings highlight the effectiveness of intercultural teaching in Vietnam's higher education context, demonstrating significant improvements in learners' affective capacities when such issues are included in the curriculum The study emphasizes the importance for curriculum designers, education administrators, EFL teachers, and students to leverage the teaching of intercultural topics in all aspects of English language learning.
In the context of international integration, intercultural communication (ICC) has garnered significant attention from researchers both domestically and internationally Numerous studies have explored the perspectives of learners and teachers on the importance of cultural factors in English Language Teaching (ELT) Collectively, these studies emphasize the critical role of culture in language education, particularly in the teaching and learning of English Consequently, they contribute to a broader public awareness, both nationally and internationally, regarding the profound influence of cultural understanding in language instruction.
Research indicates that both teachers and students hold positive attitudes towards the cultural aspects of English language teaching and learning Previous studies lay the groundwork for a deeper understanding of culture's role in language acquisition However, there is a notable lack of research on the factors influencing the development of Intercultural Communicative Competence (ICC) among English as a Foreign Language (EFL) students This study aims to clarify these factors, providing valuable insights for teachers, educators, and administrators regarding the significance of ICC in enhancing language proficiency among EFL learners.
Conceptual framework
Intercultural competence (ICC) encompasses a range of interconnected skills that can be cultivated through experience, socialization, and education To effectively assess a learner's ICC, it is essential to evaluate both their linguistic and intercultural abilities Additionally, it is important to consider the various factors that influence the development of ICC in learners.
The framework depicted in Figure 2.3 illustrates the connection between levels of Intercultural Communicative Competence (ICC) and various factors influencing its development in English as a Foreign Language (EFL) students It is evident that the advancement of ICC is intricately linked to both the levels of ICC and the influencing factors Key determinants of ICC levels include linguistic competence and intercultural competence To evaluate linguistic competence, the four skills of listening, speaking, reading, and writing are assessed, aligning with the methodology used by Tran and Sheepo (2016) Intercultural competence is evaluated based on learners' attitudes, knowledge, skills, and awareness, as noted by Sercu (2005) Additionally, other researchers, including Wiseman (2002), emphasize the importance of examining motivation, knowledge, attitudes, and behaviors in this context.
Intercultural competence (ICC) encompasses a combination of skills, knowledge, attitudes, and behaviors essential for effective communication across cultures According to various scholars, including Spitzberg (2000) and Sercu (2005), ICC involves culturally sensitive knowledge, a motivated mindset, and a diverse skill set Byram (2000, 2009) emphasizes the importance of interpretation, social interaction skills, and critical cultural awareness in achieving this competence Ultimately, learners who attain ICC are equipped to navigate and engage with different cultural contexts effectively.
The development of intercultural communicative competence (ICC) in learners is significantly influenced by three interconnected factors: learner-related, teacher-related, and learning environment-related factors Key learner-related aspects such as language proficiency, psychological state, motivation, and demotivation play a crucial role in shaping ICC Higher levels of these factors are associated with improved ICC development, as supported by numerous studies referenced in section 2.3.1.
Teacher-related factors, including teachers' intercultural communication competence (ICC), language proficiency, cultural knowledge, and teaching methodologies, play a crucial role in the development of students' ICC The relationship between these factors and students' ICC growth underscores the importance of effective teaching practices in fostering intercultural understanding.
The third factor influencing the development of Intercultural Communicative Competence (ICC) in English as a Foreign Language (EFL) students is the learning environment, specifically the availability of teaching materials and time constraints These elements play a crucial role in shaping students' ICC development.
Figure 2 3 Conceptual framework of the ICC of EFL students
Learner-related factors Learning environment- related factors Teacher-related factors
L an g u ag e Pro ficien cy Ps y ch o lo g y Mo tiv atio n an d Dem o tiv atio n T ea ch er s’ IC C T ea ch in g m ater ials
Teachers' language proficiency and cultural knowledge significantly influence their teaching methodologies and strategies Additionally, time constraints can impact the effectiveness of instruction, making it essential for educators to balance their language skills and cultural insights with efficient teaching practices.
Attitu d e Kn o wled g e Sk ills
Factors affecting learners’ ICC development
L is ten in g Sp ea k in g R ea d in g
Summary
This chapter reviews the relevant literature on English language teaching and learning, focusing on diverse perspectives of culture and language It defines intercultural communicative competence (ICC) and explores its controversial components Key learner-related factors influencing ICC development, such as language proficiency, psychological aspects, motivation, and demotivation, are discussed Additionally, teacher-related factors—including teachers' ICC, language proficiency, cultural knowledge, and teaching methodologies—are examined for their impact on learners' ICC growth The chapter also highlights learning environment factors, specifically teaching materials and time constraints Finally, it includes related studies from national and international contexts regarding the development of learners' ICC in intercultural language teaching.