Journal Article

Exploring Intercultural Communicative Competence Among Chinese Students: Insights from a Qualitative Study

Abdul Aziz, Muhammad Noor Bin, Dalib, Syarizan, Feng, Meina

2025

Overview

Many definitions and models of intercultural communicative competence (ICC) have emerged over the years, predominantly influenced by Euro-American perspectives. To explore this concept within diverse cultural contexts, this study delves into ICC in the Chinese setting using a qualitative approach. Byram’s ICC model served as the theoretical foundation, guiding the investigation into English as a foreign language (EFL) undergraduates’ experiences and perceptions regarding factors that influence intercultural communication, the qualities of effective intercultural communicators, and the challenges encountered in intercultural interactions. Data were collected through semi-structured interviews with 17 purposively selected undergraduates and analyzed using Nvivo 12. The findings revealed nine crucial factors for ICC: knowledge, attitude, language competence, awareness, skills, empathy, motivation, mindset, and personal traits. These factors align with the scholarly notion that ICC is typically categorized into cognitive, affective, and behavioral dimensions. The study supports Byram’s model in understanding ICC, and further reinforces the significant role of language competence in developing ICC within the Chinese context. The study provides a nuanced understanding of ICC by emphasizing mindset, influenced by traditional Chinese cultural values, as a distinctive factor in intercultural communication. The research enhances understanding of how these factors impact communication effectiveness and personal growth among Chinese students, offering insights for enhancing ICC education. Plain language summary Exploring How Chinese Students Develop Intercultural Communication Skills: A Qualitative Study Intercultural communication skills help people from different cultures understand each other better. Many studies on these skills are based on Western ideas, but this research looks at how Chinese university students experience and develop them. This study used interviews with 17 students to explore what influences their ability to communicate across cultures. The findings highlight nine key factors: knowledge, attitude, language skills, awareness, empathy, motivation, mindset, and personal traits. These factors shape how students think, feel, and behave in intercultural situations. The research supports an existing intercultural communication model and shows that strong language skills are essential for improving communication. It also highlights how Chinese cultural values shape students’ mindsets, influencing how they interact with people from different backgrounds. This study helps educators understand how to better support students in developing intercultural communication skills.

• Publisher: SAGE Publications,SAGE PUBLICATIONS, INC,SAGE Publishing
• Subject: Ability / Asian students / Attitudes / Chinese languages / Classroom communication / Cognitive-behavioral factors / College students / Communication skills / Communicative competence / Communicative Competence (Languages) / Competence / Cross Cultural Studies / Cultural differences / Cultural factors / Cultural values / Definitions / Empathy / English (Second Language) / English as a second language / English as a second language instruction / English language / Foreign languages / Intercultural communication / Intercultural competence / Intercultural interaction / Interpersonal communication / Interviews / Language / Language attitudes / Language proficiency / Language Role / Language Skills / Linguistic competence / Motivation / Personal development / Qualitative research / Skills / Teachers / Undergraduate students / Understanding / Values