INVESTIGATION INTO TEACHERS’ PERCEPTIONS OF INTERCULTURAL COMMUNICATIVE COMPETENCE IN ELT A STUDY AT A PUBLIC UNIVERSITY IN VIETNAM

INVESTIGATION INTO TEACHERS’ PERCEPTIONS OF INTERCULTURAL COMMUNICATIVE COMPETENCE IN ELT A STUDY AT A PUBLIC UNIVERSITY IN VIETNAM INVESTIGATION INTO TEACHERS’ PERCEPTIONS OF INTERCULTURAL COMMUNICATIVE COMPETENCE IN ELT A STUDY AT A PUBLIC UNIVERSITY IN VIETNAM INVESTIGATION INTO TEACHERS’ PERCEPTIONS OF INTERCULTURAL COMMUNICATIVE COMPETENCE IN ELT A STUDY AT A PUBLIC UNIVERSITY IN VIETNAM INVESTIGATION INTO TEACHERS’ PERCEPTIONS OF INTERCULTURAL COMMUNICATIVE COMPETENCE IN ELT A STUDY AT A PUBLIC UNIVERSITY IN VIETNAM This interpretive qualitative study aims to investigate how seven English teachers at the chosen university perceive the concept of ICC, what factors influence their perceptions of ICC,

INTRODUCTION

Background to the study

In today's globalized world, interactions with individuals from diverse cultures are commonplace in both professional and personal settings The increasing interconnectedness of our lives makes it essential for university educators to embrace the responsibility of preparing students for this multicultural environment.

The Vietnamese government is committed to integrating the International Communication Competence (ICC) into its foreign language education framework Various governmental and ministerial directives have established clear objectives and strategies aimed at enhancing the foreign language skills of college and university graduates This initiative ensures that graduates can communicate effectively and confidently in a foreign language, preparing them for success in a diverse, multilingual, and multicultural environment.

Problem statement

In the context of English Language Teaching (ELT), English learners frequently utilize the language as a lingua franca to communicate with others who also speak English as a foreign or second language This indicates that merely understanding cultural aspects of English-speaking countries is insufficient Consequently, it is essential to enhance the Intercultural Communicative Competence (ICC) of language learners (Mostafaei & Nosrati, 2018).

Significance of the study

A teacher's perception significantly influences the curriculum content delivered in the classroom, making it essential to explore educators' varying views on Intercultural Competence (ICC) Understanding these perceptions is crucial for effectively implementing an ICC curriculum and identifying appropriate strategies to assist teachers in fostering their students' intercultural skills.

This research aims to explore teachers' perceptions of Intercultural Competence (ICC) and the factors that shape these views, as well as the actions teachers take after understanding ICC The study's findings are crucial for policymakers, educational administrators, and teachers, providing essential insights to guide decision-making and enhance teaching practices in alignment with government and Ministry of Education objectives.

Research aims and Research questions

This research project aims at answering the following questions:

1 How do English teachers at the chosen university perceive

2 What factors affect the teachers’ perceptions of ICC?

3 How do the teachers incorporate ICC in their teaching practice?

LITERATURE REVIEW

Culture

In this paper, 'culture' is defined as subjective culture, emphasizing its dynamic and transformative nature, as highlighted by Bennett (2015) This perspective aligns with Byram's (1997) notion that culture encompasses a blend of beliefs, behaviors, and meanings, underscoring the inseparable link between culture and language.

Intercultural Communicative Competence

Intercultural Communication Competence (ICC) is defined by Byram (1997) as encompassing knowledge of oneself and others, skills for interpretation and interaction, the ability to discover and engage with diverse perspectives, and valuing the beliefs and behaviors of others while relativizing one's own identity Linguistic competence is also a crucial component of ICC, highlighting its importance in effective communication across cultures.

Perceptions

Perception is the process of selecting and interpreting stimuli, which significantly influences how we view the world around us (Bennett, 2015, p 661) The way we perceive our environment is shaped by the stimuli we choose to focus on and the interpretations we assign to them.

The process of perception involves description, interpretation, and evaluation(Bennett, 2015) And what we perceive is influenced by a number of factors,including our cultural values and beliefs (Benette, 2015).

METHODOLOGY

Research paradigm

The present research, pertaining to an investigation into teachers’ perception of ICC, adopts an interpretivist stance

This study, grounded in interpretive qualitative ontology, epistemology, and methodology, investigates the perceptions of seven teachers regarding Intercultural Communicative Competence (ICC) It aims to uncover their understanding of ICC, identify the factors influencing their perceptions, and examine how they integrate these perceptions into their teaching practices The research is set within the professional environments of these educators, particularly focusing on a specific university to gain deeper insights into their views on ICC.

Participant selection

This study employed purposeful sampling to select participants, as this method is effective in qualitative research Purposeful sampling targets specific settings, individuals, or activities that are deemed knowledgeable, thereby enhancing the understanding of the research questions (Creswell, 2014).

The seven teachers were invited on the basis of (1) their academic qualifications,

The study examines various factors influencing participants, including their communication experiences, teaching responsibilities assigned by the department, and their background in teaching English Additionally, it considers the impact of gender and age on their perspectives, as well as their willingness and availability to engage in the research.

Data collection

In order to collect data for this research project, two data collection instruments were used namely in-depth interview, and documentation

TEACHERS’ PERCEPTION OF ICC

View of culture

The study revealed that participating teachers had varied perspectives on culture, with most definitions being broad and encompassing a range of cultural themes, including both objective and subjective elements Notably, three instructors highlighted the importance of subjective cultural aspects, recognizing their significant benefits in intercultural English instruction (Bennett, 2004).

Description of ICC

It can be seen that the notion of ICC is still blurred for some teachers, but some descriptions of ICC are closer to Byram’s (1997).

Interpretations of ICC

Knowledge is a crucial element of Intercultural Communicative Competence (ICC), encompassing an understanding of various social groups, their cultural products, and practices, as well as familiarity with one's own culture and that of the communication partner (Byram et al., 2001, p.4).

Evident from the analysis, the teachers were able to explain the meaning of cultural knowledge and aware that cultural knowledge alone is insufficient. 4.3.2 Interpretation of Intercultural Attitudes

Cultural attitudes encompass a speaker's willingness to embrace curiosity and openness towards diverse cultures, allowing them to temporarily set aside their own cultural beliefs as well as those of their conversation partners.

Teachers exhibit varying attitudes towards cultural differences, but some fail to express these cultural perspectives clearly, suggesting a lack of focus on cultural awareness in their teaching approaches.

Only one teacher clearly described cultural attitudes and insisted to her students on the importance of being open to others’ systems of belief and values.

4.3.4 Interpretation of Skills of Interpreting and Relating

Interpreting and Relating skills involve the capacity to understand and explain documents or events from different cultures while connecting them to one’s own cultural context (Byram et al., 2001, pp 4-7).

From the extracts, it can be seen that teachers clearly explain the second component of ICC, Skills of Interpreting and Relating.

4.3.5 Interpretation of Skills of Discovery and Interaction

Discovery and Interaction skills refer to a speaker's ability to acquire new cultural knowledge and practices, as well as to effectively apply this understanding in real-time communication and interactions This concept emphasizes the importance of integrating knowledge, attitudes, and skills in cross-cultural exchanges (Byram et al., 2001).

The participants could interpret discovery and interaction abilities However, they focused more on interaction skills and only briefly mentioned discovery skills.

Critical awareness is the capacity to evaluate explicitly stated criteria, perspectives, practices, and products from one's own culture and other cultures and countries (Byram et al., 2001).

In interviews, participants, including two teachers who outlined ICC objectives for lessons, did not address the aspect of critical awareness When questioned about the omission, they attributed it to their students' limited English proficiency, which they believed hindered the development of this essential skill.

Evaluation of ICC

Participants in the study recognized the importance of Intercultural Competence (ICC), with some instructors favoring specific components when time constraints required prioritization This preference highlighted a deep understanding of ICC's core principles Conversely, others showed an appreciation for ICC but lacked detailed insight into its specific elements, indicating a more superficial understanding of the concept This suggests awareness of ICC without full comprehension.

Interestingly, none of the participants explicitly assessed the importance of cultural knowledge, even though most incorporated it into their definitions of culture This indicates that they view cultural knowledge as essential in teaching about culture This observation reinforces the idea that some educators may conflate intercultural English instruction with cultural instruction.

The readiness to take action can be significantly influenced by the evaluation of a stimulus, yet only two teachers acknowledged the role of cultural attitude in their teaching One teacher emphasized its importance and actively designed classroom activities to foster students' cultural awareness In contrast, the other recognized its significance but did not prioritize it, resulting in a lack of integration into her lesson plans.

4.4.3 Evaluation of Skills of interpreting and relating

Only two teachers assessed the skills of interpreting and relating, successfully deriving new meanings from common lesson elements and connecting them to their own cultural contexts However, their lack of recognition of this ability may have hindered their support for students in developing these essential skills.

4.4.4 Evaluation of Skills of discovery and interaction

Only two instructors fully understood Intercultural Competence (ICC), effectively articulating and interpreting the concept with clarity They demonstrated a deep comprehension of ICC and had already implemented proactive measures to cultivate this skill in their students.

Other instructors viewed ICC favorably Although they could articulate the concept and comprehend its significance, they did not consistently strive to enhance their students' ICC

One participant expressed ambiguity regarding intercultural communication competence (ICC), recognizing its significance yet struggling to define it clearly This uncertainty may stem from his broad understanding of culture, which he believes includes an extensive array of cultural knowledge that could overwhelm English language learners with lower proficiency levels.

Chapter summary

This chapter explores participants' perspectives on culture, focusing on their descriptions, interpretations, and assessments of intercultural competence (ICC) The research also reveals teachers' pedagogical beliefs about teaching culture and their strategies for improving students' ICC.

Interviews with participating teachers showcased varying perspectives on culture, with many providing comprehensive definitions that encompassed both objective and subjective elements While most teachers acknowledged these broad definitions, only a few emphasized the importance of subjective aspects, which are crucial for effective intercultural English instruction (Bennett, 2004).

The analysis revealed that most teachers perceived the development of Intercultural Communicative Competence (ICC) not as a pedagogical method, but rather as a means to enhance lesson engagement by occasionally integrating cultural tasks or content.

Most teachers struggled to fully interpret the components of Intercultural Communicative Competence (ICC), often explaining cultural knowledge while primarily focusing on cultural practices and overlooking cultural products They recognized that cultural knowledge alone is inadequate and highlighted various methods for acquiring it While teachers demonstrated the ability to interpret their interlocutors' words and behaviors and respond appropriately, they concentrated more on interaction skills, with only a brief mention of discovery skills Interestingly, none of the participants, including the two teachers who set ICC objectives for their lessons, addressed the importance of critical awareness.

Participants in the evaluation of ICC highlighted its significant value, with many teachers showing a strong understanding of its foundational principles While some instructors recognized the importance of ICC, their understanding of its components remained more superficial.

Only two instructors demonstrated a clear understanding and proactive commitment to enhancing intercultural communication competence (ICC) among their students While other educators acknowledged the significance of ICC, they did not consistently work to improve their students' skills One instructor, although recognizing the importance of ICC, faced challenges in defining it, likely due to his broad interpretation of culture, which complicates the learning process for students with limited English proficiency.

FACTORS AFFECTING TEACHERS’ PERCEPTION OF ICC

Objective factors – teachers’ professional context

This section investigates the integration of cultural content within the CEFR, the Vietnamese 6-level Foreign Language Curriculum Framework (FLCF), and the university's textbooks and curricula, assessing their alignment with the Intercultural Communicative Competence (ICC) objectives outlined in these frameworks The analysis employs Byram's ICC model (1997, 2001) to evaluate the cultural elements present in these educational materials Additionally, the chapter examines whether the university's foreign language teaching and learning regulations incorporate key terms related to ICC.

The current study has produced several new findings regarding the intercultural communication (ICC) competencies necessary for legal documents and textbooks in the examined context, addressing the posed research questions effectively.

5.1.1 Findings from and discussion on legal documents

This study reaffirms that the CEFR incorporates various ICC competencies, establishing ICC as a core theme within the framework (Jackson, 2020; Rodriguez & Espinar, 2015; Schneider, 2020) Notably, it presents new insights that challenge prior research It confirms the existence of all five ICC competencies and their descriptors, countering Rodriguez and Espinar's (2015) assertion of their absence Furthermore, while Rodriguez and Espinar suggested that ICC is primarily addressed in chapter 5, this research reveals that both chapters 4 and 5 collectively offer a thorough exploration of ICC competencies.

17 reinterpretation of several essential concepts, such as social context, CC, and Sociolinguistic Competence, one of CC's constituents.

The VN 6-level FLCF lacks a theoretical foundation but appears to derive its descriptors from the CEFR, suggesting an incorporation of CEFR-referenced theories Additionally, the framework includes descriptors for sociolinguistic appropriateness, indicating that Intercultural Communicative Competence (ICC) is a key outcome of higher education in Vietnam However, university regulations typically do not explicitly mention ICC, its synonyms, or its components, with the SIE program curriculum being the sole document that clearly defines ICC, its components, and objectives.

5.1.2 Findings from and discussions on teaching materials

5.1.2.1 Findings from ED 1 – Pre-Intermediate

An examination of the ED 1 – Pre-Intermediate textbook exposes a small number of isolated cultural contents dispersed throughout the modules Only a handful of assignments require students to investigate cultural issues.

5.1.2.2 Findings from Voices – Pre-Intermediate

The SIE program textbook includes cultural content designed to support all five groups of ICC competencies While the majority of this content focuses on enhancing students' ICC attitudes and knowledge, there is limited material aimed at developing ICC skills and critical cultural awareness Notably, resources for cultivating skills in interpreting and relating are given the least priority.

5.1.2.3 Discussions on findings drawn from teaching materials.

The analysis of cultural content in the examined book reveals unexpected findings, indicating that it encompasses all five dimensions of Intercultural Communicative Competence (ICC), contrary to Zhang and Su's (2021) assertion of only four dimensions being present By exploring their own culture alongside target and other cultures, students enhance their global awareness of human diversity Notably, the cultural content is distributed evenly across three areas, challenging the conclusions of Rosyidi and Purwati (2017) Furthermore, the majority of the cultural content is found to partially align with ICC goals, a result not previously documented.

Factors perceived by teachers

The study's findings revealed that the participants exhibited characteristics of the Minimization, Acceptance, and Adaptation worldviews.

A teacher's past experiences play a crucial role in shaping their perception and understanding of reality, significantly impacting their approach to education (Bennett, 2015; Faulkner et al., 2006).

Analyzing participant experiences reveals that their past influences significantly shape their understanding of Intercultural Communication Competence (ICC) While exposure to intercultural situations plays a crucial role, it is evident that additional factors contribute to their learning Some individuals gained valuable intercultural insights and developed a fresh perspective on ICC, highlighting the complexity of these experiences.

19 lacked such insight It is hypothesized that his lack of in-depth contemplation on his own experiences may have contributed to this discrepancy.

A person's operating environment can be compared to the water in which an animal resides It can have a significant effect on a person's perception (Bennett,

This section aims to explore the impact of situational contexts on teachers' perceptions of Intercultural Communicative Competence (ICC) Unlike the analysis in Chapter 4, which examines context from the researcher's viewpoint and through document analysis, this section emphasizes the participants' perspectives on their contexts.

The analysis indicates that participants possess a strong awareness of the various factors influencing their perceptions in the current context, which can be classified into three distinct subgroups.

The immediate working environment significantly influences teachers, particularly through their interactions with colleagues Teachers responsible for specific programs typically work in the same physical space, fostering frequent in-person discussions about their curriculum Currently, two distinct programs are being implemented, leading to the formation of separate groups of teachers who engage in varied conversations related to their respective curricula Consequently, some participants reported regularly discussing ICC with their colleagues, while others did not, highlighting the curriculum's direct impact on teachers as they follow the clearly defined objectives outlined within it.

In addition, the textbook they are using plays an important role It can be inferred that each textbook may contain an underlying philosophy and methodology For

The comparison between two textbooks reveals contrasting approaches to language learning One textbook focuses on test-driven strategies aimed at improving TOEIC scores, with content and tasks specifically designed for test success, rather than fostering Intercultural Communicative Competence (ICC) In contrast, the second textbook prioritizes effective communication across cultures, encouraging students to act as cultural mediators This resource includes various tasks that guide teachers in promoting intercultural understanding, ultimately enhancing students' ICC through practical engagement.

Meeting students' learning needs is crucial for teachers to enhance their effectiveness in the classroom Teachers must adapt their instructional methods based on these evolving needs, which significantly influences their perceptions of Intercultural Communicative Competence (ICC) As students express a desire to develop their ICC, educators are compelled to modify their approaches to teaching English accordingly.

University faculty members face professional requirements that extend beyond teaching and student service; conducting research is mandatory This research obligation significantly influences teachers' perspectives As educators explore potential topics for their journal articles or investigate global trends in English language teaching, they are likely to encounter Intercultural Communicative Competence (ICC), a subject that is gaining considerable attention worldwide.

Teachers’ perceptions are shaped by both their local professional environment and global narratives (Drake, 2010) In Vietnam, educators are increasingly aware of the impact of globalization, recognizing that interactions now extend beyond diplomats to include a diverse range of individuals.

The influx of individuals from diverse cultures highlights the need for a distinct approach to English language teaching, transcending traditional English-speaking countries Globalization has reshaped the labor market, necessitating new learning outcomes that align with these changes Additionally, the wealth of resources available for teachers has transformed their understanding and access to literature across various fields, including Intercultural Communication Competence (ICC).

Research suggests that an individual's initial state of mind can influence their perception of stimuli (Bennett, 2004) In this study, one participant reported a positive emotional state upon first learning about ICC, which correlated with her favorable perception of it later This indicates a potential positive relationship between emotional condition and perception, though further research is needed for more definitive conclusions.

Despite teachers recognizing the importance of Intercultural Communicative Competence (ICC), several challenges hinder their efforts to foster ICC development in students These challenges arise from various factors, including student characteristics, the teachers themselves, and other external conditions.

Chapter summary

This chapter examines the factors shaping teachers' perceptions of Intercultural Communicative Competence (ICC) Through an analysis of professional contexts and insights gathered from documentation and in-depth interviews, the study identifies key elements that impact these perceptions.

The study identifies the ICC competencies outlined in the CEFR and the VN 6-level FLCF, examining their integration into university foreign language curricula and related regulations It analyzes the cultural content of selected textbooks, assessing their alignment with ICC objectives proposed by Byram (1997, 2001) Interview data highlight factors influencing participants' perceptions of ICC, focusing on themes such as worldview, prior experience, situational context, and attitudes Additionally, the research explores the challenges teachers face in delivering intercultural English instruction.

TEACHERS’ PERCEIVED PRACTICES

Teachers’ setting ICC objectives in their lesson plans

Among the 7 participants of the study, only 2 teachers purposefully and consistently improve students’ ICC.

The two educators demonstrated a strong commitment to the first two dimensions of Intercultural Communicative Competence (ICC) identified by Byram (1997), specifically Knowledge and Attitude Additionally, one teacher emphasized her reliance on a textbook rich in ICC tasks and materials, which significantly supported her consistent approach to these dimensions.

Teachers’ attaining ICC objectives

The two teachers candidly recognized that achieving ICC objectives in their instructional delivery was not consistently successful One teacher elaborated that this was largely influenced by the lesson topics; students performed well when the subject matter was familiar, but struggled with unfamiliar topics due to a lack of relevant intercultural experience, which hindered their enthusiasm for participation in discussions.

In other words, the students could not apply ICC to their own conversations.

Teachers’ methods in guiding students to attain ICC objectives

This section outlines the various teaching methodologies utilized by the two educators to foster their students' intercultural communicative competence (ICC) Their diverse instructional strategies not only aimed to enhance students' ICC but also significantly improved multiple facets of this competence, exceeding their initial expectations.

Teachers’ recognition of intercultural content, tasks, and activities in the

Both teachers align with the research findings in Chapter 4 regarding the identification of tasks and content that enhance learners' intercultural communicative competence (ICC) The analysis indicates that they acknowledge the effectiveness of textbook materials in fostering ICC One educator notably highlighted the connection between specific ICC components and relevant sections of the curriculum.

Chapter summary

This chapter explores the integration of Intercultural Communicative Competence (ICC) by two educators in their teaching methodologies It highlights four key areas: the establishment of ICC objectives within lesson plans, the strategies employed to achieve these objectives, the guidance provided to students in reaching these goals, and the identification of intercultural content, tasks, and activities present in the textbook.

The two teachers intentionally integrated Intercultural Communicative Competence (ICC) objectives into their lesson plans, demonstrating a strong emphasis on the foundational aspects of ICC—Knowledge and Attitude, as defined by Byram (1997) One teacher highlighted her commitment to a textbook rich in ICC tasks and resources, reinforcing her consistent focus on these essential dimensions.

Both educators recognized that meeting Intercultural Communicative Competence (ICC) objectives in their teaching was often inconsistent The effectiveness of their instruction was significantly influenced by how familiar students were with the discussion topics, as familiarity fostered greater engagement and participation.

25 unfamiliar topics resulted in less participation due to a lack of relevant intercultural experience.

Teachers strategically employed diverse methods to help students achieve ICC objectives, aiming to shift cultural attitudes from the course's onset for a more intercultural perspective By utilizing task-based approaches, discussions, and introducing mindfulness practices, they enabled students to recognize cultural differences, thereby enhancing their intercultural competence This multifaceted approach not only improved various aspects of ICC but often surpassed the teachers' expectations.

Both educators acknowledged the importance of selecting tasks and content that foster learners' Intercultural Communicative Competence (ICC), aligning with the research findings presented in Chapter 4 They recognized the textbook's potential as a valuable resource for enhancing students' ICC Notably, one teacher exhibited a comprehensive understanding of how specific ICC elements correlate with various sections of the textbook Overall, their methodologies and the curriculum content played a crucial role in promoting students' ICC development.

CONCLUSION AND IMPLICATIONS

Summary of major findings

The research, based on data from nine interviews and various educational frameworks, reveals that among seven teachers, only three accurately understood the concept of Intercultural Communicative Competence (ICC) in English Language Teaching (ELT) The teachers did not prioritize all five components of ICC equally and showed a lack of awareness regarding official guidelines from the Ministry of Education and Training (MOET) and the university, focusing instead on syllabi and teaching materials They perceived their immediate teaching context as more conducive to developing ICC, influenced by past experiences in diverse environments, although only a few had supportive contexts for enhancement The teachers' worldviews and mental states significantly affected their perceptions of ICC Furthermore, only two teachers recognized the importance of ICC and integrated cultural tasks from the textbook into their lessons, but they focused on specific aspects of ICC while overlooking others.

Implementations and recommendations

This study has revealed several significant findings that highlight both theoretical and practical implications In the upcoming sections, I will outline the key insights gained from this research project.

The study has contributed some meaningful implications to the existing body of knowledge in the field of ICC perception.

Limited research has explored the process of stimulus perception, leaving gaps in our understanding of how perception develops Additionally, the influence of factors such as past experiences, worldviews, mental states, and situational contexts on perception remains largely unexamined This study aims to systematically investigate an individual's perception of intercultural communication (ICC) through a holistic framework It is anticipated that this theoretical approach will provide a deeper insight into the complexities of perception related to ICC and contribute to broader intercultural studies.

Recent research reveals that the majority of teachers possess a cross-cultural perspective rather than an inter-cultural view, a distinction that has been largely overlooked by scholars This insight highlights the need for further investigation into effective methods for transforming a cross-cultural perspective into a more comprehensive inter-cultural understanding.

This study highlights the significant influence of past experiences on an individual's worldview and cultural perspective However, to transform these experiences into valuable lessons, one must practice mindfulness and actively observe their surroundings By cultivating mindfulness, individuals can better understand how their experiences shape their worldview and learn to adapt and integrate into a diverse cultural landscape.

This study provides valuable insights and practical recommendations for teachers and stakeholders to improve teachers' perceptions of Intercultural Communicative Competence (ICC) in English language teaching The findings reveal a significant knowledge gap among many educators regarding ICC, highlighting the urgent need for targeted interventions.

28 implement systematic and adequate training programs that encompass cultural awareness, intercultural competence, and intercultural teaching methodologies.

An analysis of the CEFR and VN 6-level FLCF highlights their strong emphasis on developing learners' intercultural communicative competence (ICC) However, many teachers encounter challenges due to restricted access to the framework, particularly regarding the theoretical foundations of the CEFR.

VN 6-level FLCF are based It is recommended to provide teachers with comprehensive access to these documents

A review of school documents and textbooks reveals their critical impact on teachers' instructional methods, underscoring the need for educational institutions to establish clear policies that promote learners' Intercultural Competence (ICC) It is vital that syllabus design includes specific, well-defined, and achievable ICC objectives that align with students' proficiency levels and course lengths Additionally, the selection of curricular materials should focus on those that exhibit a strong intercultural perspective, integrating relevant content and tasks that enhance ICC development.

Future research direction

This study highlights potential avenues for further exploration that were beyond the scope of this project.

Firstly, it is noteworthy that while some teachers have encountered culturally diverse contexts, their perceptions of ICC varied significantly Deeper investigations into this intriguing aspect are worth doing.

The research findings indicate the existence of two types of thinking: cross- cultural and inter-cultural However, the underlying factors leading to this distinction require further speculation

During the interview process, teachers voiced concerns about their potential subjective impact on students' perceptions, highlighting the critical question of the extent of teachers' influence on learners' worldviews This inquiry encourages an exploration of strategies teachers can employ to promote open-mindedness toward diverse cultures while minimizing personal bias.

The concept of meta-cultural competence is identified as a key objective for contemporary teacher training However, further research is needed to identify effective strategies for developing this competence and to create suitable training programs for teachers, as their understanding of intercultural communicative competence (ICC) is still limited.

During interviews, teachers voiced their concerns about assessing learners' Intercultural Communicative Competence (ICC), highlighting its importance Although some authors have addressed this topic, there is a lack of research focused on ICC assessment for Asian or Vietnamese learners, as well as on assessment methods that align with the specific context of Vietnam.

While this study explores several intriguing research directions within the field of ICC, the limited scope prevents a comprehensive examination of all ideas These topics, however, represent valuable opportunities for further investigation and serve as recommendations for fellow researchers interested in this area.

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