Hồ Gia Khánh

B2014041

1. College-level students’ development of intercultural communicative competence: a

quantitative study in Vietnam (Ngoc Tung Vu & Hanh Dinh)

Ngoc Tung Vu & Hanh Dinh investigate the perceptions of intercultural communicative
competence among Vietnamese EFL college-students about intercultural components in EFL
curriculum such as knowledge, attitude, skill sets, and awareness. Quantitative method is
used to generalize the variance and relationship to lessen bias and subjective opinions and
also to measure the degrees of savoirs level development among Vietnamese learners. They
use questionnaire to examine 310 EFL students about their perceptions of their savoirs and
how those constructors influences one another, and they also measure the items maping
variables by using a 5-point Likert-type. Additionally, before finishing the questionnaire, they
design a smaller study in order to increase the research quality. They invite 30 to complete a
paper-based questionnaire to help review how well items were written and translated to
Vietnamese. They demonstrate how a particular savoir, critical cultural awareness, was
impacted by the other savoirs as well as how ICC conceptualization can be interpreted
distinctively.

https://scholar.google.com/scholar?
start=10&q=the+effects+of+intercultural+communication+on+EFL+students
%E2%80%99+language+acquisition&hl=en&as_sdt=0,5#d=gs_qabs&t=1677491151406&u
=%23p%3D8YiMx058lsAJ

2. Effects of Intercultural Communication Apprehension on Satisfaction of Foreign

Students

Faruk SEYITOGLU et al. aim to examine the levels of intercultural communication

apprehension and satisfaction of the foreign students studying at Akdeniz University, Faculty
of Tourism in the 2014-2015 academic year. Quantitative method is used in this study. 65
students Akdeniz University Faculty of Tourism were asked to complete questionnaire
including 2 sections. The first section is the demographical information of the participants
such as age, gender and country. The second section consists of 14 questions related to
personal report of intercultural communication apprehension (PRICA) and 35 questions on
the satisfaction levels on the daily and academic life. And they use 5-Point Likert scale was
used for the answers of the participants. They figure out content levels concerning daily and
academic life of foreign students studying at faculty of tourism during 2014-2015 education
year, reveal if their content perceptions change according to their homeland and intercultural
communication anxiety; and determine to what extent intercultural communication anxieties
of foreign students affect their daily and academic life contents.

https://www.researchgate.net/profile/Faruk-Seyitoglu/publication/
294582194_Effects_of_Intercultural_Communication_Apprehension_on_Satisfaction
_of_Foreign_Students/links/56c24a4a08ae2dc3eb8846ba/Effects-of-Intercultural-
Communication-Apprehension-on-Satisfaction-of-Foreign-Students.pdf

3. Intercultural Communication in EFL Classrooms

The author, Markus Deli Girik Allo, aims to investigate the place of culture and intercultural
communication in Torajan EFL classrooms and Torajan students’ perceptions on Imperatives
for studying Intercultural Communication. He uses quantitative method with survey design to
conduct this study, he invites 207 voluntary students of even semesters , academic year
2017/2018 to get data about the place of culture and intercultural communication in Torajan
EFL learners and Torajan students’ perceptions on Imperatives for studying Intercultural
Communication. He also uses the five points of the Likert scale and ranks the students’
response basing on the level of agreement. The writer indicates the need of intercultural
knowledge for EFL students, their expectations of the curriculum, the EFL lectures in
providing intercultural environment and encouraging efficient intercultural conversation in
classrooms in order to meet students’ needs.

https://www.ethicallingua.org/25409190/article/view/18/11

CONCLUSION

All three different authors give me different viewpoints on the topic of effects of intercultural
communication. However, each author, to an extent, gives specific and different perspective
on each aspect of Intercultural Communication (IC).
Through the introduction, they start with mentioning the global context, which indicates the
important role of English as well as the needs of applying Intercultural Communication
Competence (ICC) in English language classroom. Basing on the model designed by Byram
(1997), they also introduce 5 factors related to attitudes, knowledge, skills, and awareness to
point out what EFL students need to do in order to perceive ICC efficiently. Otherwise, in
Vietnam, there is a literature gap between how EFL Vietnamese students acquiring ICC and
the convention way of teaching students which contradicts to the ultimate aim of ICC.