A systematic review of cross-cultural communicative competence in EFL teaching: insights from China

Rong Zhou (), Arshad Samad and Thivilojana Perinpasingam
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Rong Zhou: Taylor’s University
Arshad Samad: Taylor’s University
Thivilojana Perinpasingam: Taylor’s University

Palgrave Communications, 2024, vol. 11, issue 1, 1-11

Abstract: Abstract This research investigates the significance of improving cross-cultural communicative competence (ICC) in undergraduate English instruction. ICC involves the ability to communicate effectively and appropriately with people of other cultures. This goal emphasizes the growing relevance of language competence, cross-cultural awareness, and knowledge of global challenges for students in the context of higher education. This research, therefore, underlines the importance of strengthening students’ critical thinking and communication abilities through studying English at the university level. Additionally, this study investigates the challenges and controversies when instructors and students from various backgrounds attempt to understand and implement cross-cultural communicative competence skills. The study aims to discover how teachers define and understand intercultural communication competence, how telecollaboration influences the development of this competency, how English as a Foreign Language (EFL) teachers assess their students’ intercultural communication skills, and what motivates these teachers to incorporate intercultural communication competence ideas into their lessons. EFL teachers, who are responsible for teaching English in countries where English is not the primary language, face unique challenges and opportunities. Their role extends beyond language instruction to include fostering an understanding of cultural nuances and preparing students to communicate effectively in diverse international settings. The findings highlight the importance of nurturing ICC abilities within collegiate English courses, revealing inadequacies and recommending future study areas.

Date: 2024
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DOI: 10.1057/s41599-024-04071-5

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