Hồ Gia Khánh

B2014041

The effects of intercultural communication on EFL students’ language acquisition.

A. ANNOTATION

1. Article 1:

Ngoc Tung Vu and Hanh Dinh look into how Vietnamese college students studying English
as a foreign language (EFL) perceive intercultural communicative ability in relation to
intercultural knowledge, attitude, skill sets, and awareness. A quantitative approach is utilized
to quantify the levels of knowledge development among Vietnamese learners as well as to
generalize the variance and relationship in order to reduce bias and subjective opinions. They
employ surveys to ask 310 EFL students about how they see their savoirs and how those
constructors interact with one another. They also use a 5-point Likert scale to quantify the
item mapping variables. In order to improve the quality of the research, they also create a
short study before completing the questionnaire. They ask 30 participants to complete a paper
questionnaire to assess how effectively the items were.

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. Article 2:

 Faruk SEYITOGLU and his team conducted a study in the 2014-2015 academic year to
investigate the levels of intercultural communication anxiety and satisfaction among foreign
students studying at Akdeniz University's Faculty of Tourism. The study employed a
quantitative approach and involved 65 students who completed a questionnaire comprising
two sections. The first section gathered demographic information such as age, gender, and
country of origin, while the second section had 14 questions relating to personal reports of
intercultural communication apprehension (PRICA) and 35 questions on satisfaction levels
with daily and academic life. The participants answered the questions using a 5-point Likert
scale. The study aimed to identify the levels of satisfaction with daily and academic life
among foreign students studying at the Faculty of Tourism during the 2014-2015 academic
year, assess whether their perceptions of content differed based on their country of origin and
intercultural communication anxiety, and determine the extent to which intercultural
communication anxiety affected their daily and academic lives.

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

3. Artcle 3:
Markus Deli Girik Allo's goal is to research the role of culture and intercultural
communication in Torajan EFL classes, as well as Torajan students' perspectives of
Imperatives for learning Intercultural Communication. To conduct this study, he employs a
quantitative method with a survey design, inviting 207 voluntary students from the even
semesters of the academic year 2017/2018 to collect data on the role of culture and
intercultural communication in Torajan EFL learners, as well as Torajan students' perceptions
of the Imperatives for studying Intercultural Communication. He also employs the five-point
Likert scale, ranking the pupils' responses depending on their level of agreement. The author
emphasizes the importance of intercultural understanding for EFL students, their curriculum
expectations, the role of EFL lectures in providing an intercultural environment, and
encouraging intercultural communication..

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

B. CONCLUSION 

All three different authors give different viewpoints on the topic of effects of intercultural
communication. There are similarities as well as differences between their studies. 

In terms of similarity, all authors use quantitative methods in order to examine perceptions
and effects of Intercultural Communication (IC). They all agree that in the new society,
universities are trying to create as much as possible an Intercultural Communication
environment to help students develop their competence. Besides, Allo, M. D. G. and
Seyitoglu, F., Guven, A., & Kocabulut, O. both use questionnaires to ask a certain number of
students based on  5-Point Likert scale to evaluate their findings. Vu, N. T., & Dinh, H. and
Allo, M. D. G. state that teachers should pay more attention to how their students acquire ICC
and materials they use in teaching. They also agree that knowledge about culture includes
language, cuisine, arts, holidays, music, etc.

However, each author, to an extent, gives specific and different perspective on each aspect of
IC:

For the study of Ngoc Tung Vu and Hanh Dinh, this research has a clear background
information and foundation about why they need to conduct a study in Vietnamese context.
They figure out the limitation in applying Intercultural Communication Competence (ICC) in
teaching context in Vietnam as well as EFL Vietnamese students’ intercultural
communication acquisition related to attitudes, knowledge, skills set, and awareness. By
conducting this research, they are able to point out: by various kinds of genders, ages, and
English proficiency level, the concepts of ICC are interconnected and diversely perceived,
and suggest for future study analyzing the effects of ICC concepts to many other aspects.
Besides what the research brings, it also includes some limitations. The authors want to have
a wider range of students’ backgrounds, learning purposes, and after-graduation goals in
order to make the findings more persuasive and convincing. They are also limited in
including qualitative data because it can help ICC become more efficient. Finally, the authors
expect to widen the research scope to other regions in Vietnam or other countries in order to
increase the quality of English language education teaching.

For the research paper of Faruk Seyitoglu, Aylin Guven, and Ozge Kocabulut, they examine
the effects of IC apprehension on satisfaction of foreign students at Akdeniz University.
Through their research, it is possible to determine the levels of students’ anxiety, the effects
of anxiety on the way of students’ communication as well as acquisition, and the close
relationship between intercultural communication anxiety and daily and academic life
contents. However, this study also has a limitation. There is a lack of focusing on individuals
to examine difficulties and troubles each student has to deal with. And for future studies, it is
suggested that they should be more comprehensive and widen the research scope.

Otherwise, through the study conducted by Markus Deli Girik Allo, he points out a very close
relationship between culture and language. Culture affects language, and language is learned
from generation to generation. He also proves that acquiring IC is as important as acquiring
English, through ICC, we can communicate with others in any circumstances and contexts. In
his findings, by collecting and analyzing dates, he states that it is important to give
prominence to intercultural knowledge and encourage effective dialogue in order to help EFL
students and classrooms achieve specific qualities. However, he does not include any
limitations of his study as well as suggestions for further study, so it is inconvenient for other
researchers in the future to approach new studies.

Regardless of the limitations of each study, it is undeniable that their contributions in helping
to widen and deepen the understanding about Intercultural Communication acquisition are
valuable and valid. These studies would be relevant and useful for future studies related to
this field.

References:

1. Allo, M. D. G. (2018). Intercultural communication in EFL classrooms. Ethical

Lingua: Journal of Language Teaching and Literature, 5(2), 159-170. 
2. Seyitoglu, F., Guven, A., & Kocabulut, O. (2015). Effects of intercultural
communication apprehension on satisfaction of foreign students. In First European
Academic Research Conference on Global Business, Economics, Finance and Social
Sciences (EARL 5Italy Conference). Milan, Italy. 
3. Vu, N. T., & Dinh, H. (2022). College-level students’ development of intercultural
communicative competence: a quantitative study in Vietnam. Journal of Intercultural
Communication Research, 51(2), 208-227.