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 To achieve this, teachers should foster learners' understanding of both their ownand others' cultures, respect cultural differences, and actively engage learners inmulticultural contexts
INTRODUCTION
Background to the study
In today's interconnected world, interactions with diverse cultures are increasingly common in both professional and personal settings, highlighting the critical need for intercultural communicative competence (ICC) in education Globalization has permeated every aspect of life, including the economy, technology, and society, making the enhancement of ICC essential for improving lives and transforming communities As emphasized by Deardorff and Arasaratnam-Smith, it is vital for students to be equipped for the evolving local and global landscapes To facilitate this, educators must cultivate an understanding of various cultures, promote respect for cultural differences, and actively engage students in multicultural environments.
In today's interconnected world, globalization profoundly influences higher education institutions, which are vital in fostering a sense of community, intercultural skills, and mutual understanding through diverse educational programs and international collaborations (Richardson, 2015) To fulfill this mission, university educators must enhance their own intercultural competence (ICC) while also nurturing that of their students, thereby making a significant contribution to global development (Ouedraogo, 2020).
Vietnam acknowledges the significance of Intercultural Competence (ICC) in its educational framework, as highlighted in Decision No 1400/QD-TTg, issued by the Prime Minister on September 30, 2008 This decision, prompted by the Ministry of Education and Training (MOET), officially endorses the initiative to incorporate ICC into the nation's education system.
"Teaching and Acquiring Foreign Languages in the National Education System from
From 2008 to 2020, and later extended to 2025, the project outlined in Decision No 2080/QD-TTg aims to enhance the foreign language education system It emphasizes the importance of equipping graduates with the ability to communicate independently and confidently in a foreign language within diverse multilingual and multicultural contexts This highlights the critical need for English teachers in both K-12 and higher education to cultivate Intercultural Communicative Competence (ICC).
On November 23, 2012, the Ministry of Education and Training (MOET) issued Decision No 5209/QD-BGT, responding to the President of the National Appraisal Council and the Director of the Department of Secondary Education, to launch a pilot English education program for high schools This decision emphasizes the importance of Intercultural Communication Competence (ICC), asserting that high school students should develop a broad understanding of diverse cultures while fostering a sense of global citizenship It also outlines comprehensive guidelines aimed at enhancing ICC among high school pupils.
Decision No 5209/QD-BGT focuses on the development of Intercultural Competence (ICC) by encouraging students to think critically about global issues in English and apply their knowledge to cultural and social activities The program aims to foster global citizenship, empathy, and an appreciation for diverse perspectives, both locally and internationally A key objective for high school students is to "understand and appreciate diverse cultures while reflecting the value of Vietnamese national culture through English," encompassing the essential components of ICC: knowledge, skills, and attitudes Additionally, the theme system highlights important ICC concepts such as cultural identity and cultural diversity.
The Vietnamese government's dedication to incorporating intercultural competence (ICC) across the education system, from K-12 to higher education, is evident in its recent decisions Although K-12 educators are provided with comprehensive guidance for fostering ICC in students, higher education institutions lack similar directives This disparity highlights the necessity for further research to improve the understanding and implementation of ICC within universities and colleges.
The selected university recognizes the importance of integrating Intercultural Communicative Competence (ICC) into its curriculum, as highlighted in its strategic goals to foster a creative, open, and internationalized academic environment This vision aims to attract top scholars and students globally, as evidenced by an increasing number of interactions between students and foreign faculty Furthermore, a notable percentage of graduates pursue careers in international settings or further their education abroad, underscoring the necessity of incorporating ICC, particularly within the English Language Teaching (ELT) curriculum, which this research project seeks to enhance.
Problem statement
Today, English learners utilize the language not just for communication with native speakers but also as a lingua franca among non-native speakers Consequently, it is essential for learners to cultivate intercultural communicative competence (ICC) to successfully engage in varied cultural interactions, rather than solely focusing on English-speaking cultures (Mostafaei & Nosrati, 2018) The discussion surrounding effective methods for teaching ICC continues to be a point of contention.
Educators emphasize the importance of equipping students with knowledge about target cultures and essential skills to navigate cultural conflicts, including misunderstandings, differences in communication styles, and stereotypes (Neuliep, 2009) Ahnagari and Zamanian also support this perspective.
Incorporating intercultural information into English reading lessons is essential, as suggested by various researchers Tran and Duong (2018) advocate for new English textbooks to feature diverse cultural content, while Tran (2014) emphasizes the need for teachers to choose appropriate methods and materials to foster cultural knowledge and skills However, these strategies often overlook the significance of attitude, which Byram (1997) identifies as a crucial element of Intercultural Communicative Competence (ICC) Attitude serves as a foundational prerequisite for effective intercultural communication, underscoring the essential interplay between knowledge, skills, and attitudes.
López-Rocha (2016) advocates for a holistic approach to teaching Intercultural Communicative Competence (ICC), emphasizing the importance of developing cultural awareness and global citizenship through interactionist methods He recommends transitioning from descriptive to interactionist strategies that facilitate encounters and debates, which foster self-awareness, openness, and transformation This perspective aligns with Norton's (2013) view that positive identity representation significantly enhances language and cultural learning By promoting self-exploration and encouraging learners to express their identities in meaningful cultural discussions, López-Rocha's method cultivates a positive attitude towards oneself and others.
Enhancing Intercultural Communicative Competence (ICC) in language learners is vital, and integrating ICC into English instruction is an effective strategy Quality teaching should develop both language skills and intercultural communication abilities Teachers' views on ICC play a significant role in achieving curriculum objectives and adapting textbook material into engaging classroom activities These activities enable learners to explore their own culture, the cultures of English-speaking nations, and other global cultures, ultimately providing them with the perspectives, attitudes, and skills necessary for successful global communication.
Teachers' perceptions of Intercultural Communicative Competence (ICC) are essential for the effective implementation of English Language Teaching (ELT) Research indicates that these perceptions and practices regarding cultural instruction vary significantly among educators (Gu, 2016) Such perceptions directly impact the curriculum and teaching methods employed in the classroom (Bennett, 2015) If teachers do not prioritize ICC as a key objective of ELT, they are less likely to encourage its development in their students Even when teachers recognize the significance of ICC, their views may differ based on personal experiences, cultural backgrounds, and initial interactions with ICC concepts Therefore, understanding the diverse perceptions of teachers regarding ICC is crucial for identifying effective strategies to enhance learners' intercultural competence.
Recognizing the importance of intercultural competence (ICC) in English language teaching (ELT) does not ensure its effective implementation Research by Lessard-Clouston (1996, as cited in Gu, 2016) revealed that while Chinese teachers understand the significance of cultural elements, they often struggle to integrate them into their lessons Similar findings were noted in studies by Luk (2012) and Young & Sachdev (2011, as cited in Gu, 2016), highlighting a common ambivalence among educators For example, a survey by Sercu et al (2004, as cited in Gu, 2016) showed that Spanish teachers prioritized language instruction over cultural teaching, despite valuing the latter Additionally, Lim and Keuk (2018) found that Cambodian teachers frequently overlooked cultural content due to their limited knowledge, focusing primarily on language.
Research reveals a significant disconnect between teachers' perceptions of teaching culture and their actual classroom practices To bridge this gap, it is crucial to explore both teachers' views on Intercultural Communicative Competence (ICC) and how these views manifest in their teaching methods By adopting this dual approach, we can uncover strategies to better assist educators in fostering learners' ICC, thereby ensuring that both linguistic and intercultural skills are comprehensively integrated into English Language Teaching (ELT).
Significance of the study
This research aims to explore teachers' perceptions of Intercultural Competence (ICC) and the factors that shape these perceptions among students Additionally, it will investigate the actions taken by teachers after gaining insights into ICC, aligning with the objectives set forth in government and Ministry of Education documents.
This study thoroughly explores the three interconnected components of Intercultural Communicative Competence (ICC)—Attitude, Knowledge, and Skills—based on Byram's (1997) framework In contrast to earlier research that examined these elements in isolation, this comprehensive analysis emphasizes their interdependence, reinforcing Byram's claim that they must be considered together for a complete understanding of ICC.
The study not only investigates teachers' perceptions of Intercultural Communicative Competence (ICC) but also examines the factors and actions that influence their awareness This comprehensive approach enriches our research, offering a deeper insight into the complexities of how teachers express ICC in their teaching practices.
The author develops a new theoretical framework by integrating the viewpoints of Bennet (2015), Byram (1997), and Binder (2017), providing valuable insights into teachers' interpretations of Intercultural Communicative Competence (ICC) This synthesis reveals how educators navigate the ICC model's components and perceive abstract key terms, ultimately influencing their classroom activities By merging Byram and Binder's models, the study enhances our understanding of teachers' perceptions and their practical application in educational settings.
Our findings have significant implications for various stakeholders, including policymakers and educational administrators This research can guide them in establishing specific goals, creating clearer guidelines, and developing strategic policies aimed at improving teachers' intercultural competence (ICC) and enriching intercultural teaching methods.
Our research establishes a foundation for future studies by highlighting the importance of examining the often-overlooked 'state of mind' and encouraging further investigation into how educators can enhance learners' Intercultural Communicative Competence (ICC) through their everyday teaching methods.
Research aims and Research questions
This study investigates EFL teachers' perceptions of Intercultural Communicative Competence (ICC) and the factors influencing these perceptions It emphasizes that teachers' understanding of ICC content can significantly impact their teaching practices, both consciously and subconsciously, as suggested by Ferguson and Bargh (2004) By examining the participants' teaching methods, the research aims to provide deeper insights into their perceptions of ICC The project seeks to address specific research questions related to these themes.
1 How do English teachers at the chosen university perceive ‘Intercultural Communicative Competence’ concept?
2 What factors affect the teachers’ perceptions of ICC?
3 How do the teachers incorporate ICC in their teaching practice?
Structural overview of the study
Chapter 1 provides a comprehensive exposition of the study background, problem statement, significance, purpose, and research questions, laying a solid foundation for the subsequent investigation.
Chapter 2 of this study encompasses a comprehensive review and critical analysis of the theoretical foundations underpinning the investigation These include theories pertaining to ICC and perception Furthermore, an examination of the historical development of ICC studies both globally and within the context of Vietnam is presented.
Chapter 3 comprehensively discusses and justifies the selected paradigm, research methods, and approach utilized in this study It also sheds light on the context within which data collection occurred Furthermore, it examines and rationalizes data collection, analysis techniques, and strategies implemented to enhance trustworthiness and adhere to research ethics.
Chapter 4 presents the results of my analysis of interview data regarding teachers' perceptions of ICC The chapter is divided into four sections The first section describes the instructors' perspective on culture, while the second describes how they viewed ICC Following this, readers will find teachers' interpretations and evaluations of the ICC
Chapter 5 provides a comprehensive analysis and presentation of findings regarding the immediate and national contexts in which the participants are situated This analysis is based on a review of relevant textbooks and instructional materials that guide instructors' practices in EFL classrooms In addition, the chapter summarizes the participants’ self-perceived factors affecting their perception of ICC.
Chapter 6 unveils the discoveries and discussions surrounding the techniques educators utilize to enhance their students' ICC It delves into whether instructors establish ICC goals before each lesson, their efficacy in achieving these objectives, and the methodologies they employ to do so.
Chapter 7 serves as a synthesis of the findings in relation to the research questions and highlights the implications and recommendations of the study Moreover, it acknowledges the limitations inherent in the research and suggests potential avenues for further investigation.
LITERATURE REVIEW
Introduction
This article will systematically explore the relevant literature, categorized by themes, following a clear understanding of the rationale and objectives of the literature review.
The evolution of English Language Teaching (ELT) approaches has been shaped by societal developments, underscoring the necessity of an Intercultural Approach Understanding the concept of culture is crucial in exploring Intercultural Communication Competence (ICC), which is built upon the foundation of Intercultural Competence (IC) Distinguishing between IC, Cultural Competence (CC), and ICC is essential to avoid confusion Two prominent models of ICC, which informed the theoretical framework of this study, will be presented Furthermore, this section will delve into relevant theories on Perception, review previous studies, identify gaps in existing research, and ultimately outline the theoretical framework guiding this investigation.
To visually summarize the theories, the researcher constructed nine concept maps that illustrate the key concepts and their interconnections (see Figures 1 to 9).
English language teaching
English language teaching theories have undergone significant evolution over the centuries, marked by distinct changes across various historical periods Celce-Murcia (1991) offers an in-depth analysis of this evolution, categorizing it into two primary phases: trends before the 20th century and those that emerged during the 20th century.
Before the 20th century, English Language Teaching (ELT) emphasized language analysis over practical usage However, starting in the 17th century, a gradual shift occurred towards prioritizing the utility of language Educators began to acknowledge the significance of practical language skills, even though teaching methods predominantly focused on imitation.
The 20th century saw major developments in language teaching methodologies, as noted by Celce-Murcia (1991), who highlighted nine unique approaches These ranged from traditional methods like Grammar-Translation and Direct methods to more contemporary strategies such as the Communicative Approach.
In the context of globalization, the Intercultural Approach has become increasingly significant, focusing on the enhancement of intercultural competence and communication skills (Hismanoglu, 2012) This approach recognizes the interconnectedness of today’s world, highlighting the necessity for effective communication across diverse cultures.
By examining the historical trajectory of ELT within these distinct periods, we gain valuable insights into the evolution of language teaching theories and their adaptation to changing societal dynamics.
The grammar-translation method is a traditional approach to language teaching that traces its roots to the instruction of Greek and Latin This method emphasizes the translation of texts from the target language into the student's native language, prioritizing the acquisition of grammatical rules and vocabulary While students may also practice reproducing texts in the target language, this approach often overlooks essential elements such as pronunciation and communicative skills.
The grammar-translation method is valued for its focus on grammatical structure and vocabulary enhancement through translation exercises, which helps students cultivate strong analytical and translation skills for better comprehension of written texts Additionally, this approach does not require the teacher to be proficient in the target language, making it a popular choice in English as a Foreign Language (EFL) teaching contexts (Celce-Murcia, 1991).
The grammar-translation method is widely used in English as a Foreign Language (EFL) teaching because it is practical for teachers who may not be fluent in the target language This method emphasizes grammatical analysis and vocabulary acquisition, which aligns with traditional language teaching goals Although it has limitations in developing communicative proficiency, it continues to be favored in situations where the main objective is to understand written texts rather than to engage in oral communication (Celce-Murcia, 1991).
The Direct Approach, developed in Germany and France around 1900, serves as an alternative to the traditional grammar-translation method Unlike the latter, which emphasizes translation and explanation, the Direct Approach focuses on teaching exclusively in the target language, mirroring the natural acquisition process of a native language.
The Direct Approach offers an immersive teaching style that exposes learners to the target language in authentic contexts, fostering active engagement and practical application of the language (Wang, 2009) By emphasizing inductive grammar instruction and cultural insights, this method proves effective for ESL teaching, as it does not necessitate knowledge of students' native languages (Celce-Murcia, 1991).
The Direct Approach in ESL teaching is highly effective for language acquisition, as it eliminates the need for translation and emphasizes immersive, communicative practices This method aligns with contemporary language learning theories that prioritize active participation and authentic language exposure, leading to a more natural learning experience As a result, learners benefit from enhanced language proficiency and a deeper understanding of cultural nuances.
Celce-Murcia (1991) argues that the Reading Approach (RA) was adopted due to the limitations of the direct approach, as many teachers lacked sufficient proficiency in foreign languages During the 1930s, reading was considered the most practical skill for travelers, leading to a focus on reading comprehension as the primary language skill taught In this method, only essential grammar necessary for understanding texts is introduced, while vocabulary is initially limited to frequently used words before being gradually expanded Additionally, translation remains a valued technique in the classroom.
Audio lingualism addresses the limitations of traditional methods like GTA and DA by immersing learners in the target language, emphasizing grammar through repetitive practice rather than vocabulary The primary goal is to enable students to use specific language constructs spontaneously, with a strong focus on pronunciation from the outset Teachers provide correct sentence models for students to mimic and modify, while explicit grammar instruction is minimal, aiming to reduce errors However, this method has been criticized for its lack of interaction, contrasting sharply with the communicative language teaching approach (Celce-Murcia, 1991; Wang, 2009).
In the 1940s to 1960s, Situational Approach (SA) emerged in Britain to address shortcomings in reading-focused methods by prioritizing oral-aural skills Drawing from the direct approach and incorporating elements of Firthian Linguistics, SA emphasizes speaking as the primary mode of communication In this method, all language material is initially practiced orally before transitioning to written form, ensuring that only the target language is used in the classroom The approach focuses on introducing the most relevant lexical items and gradually progressing from simple to complex grammatical structures New vocabulary and grammar are practiced in context, such as at the post office or bank, enhancing practical language use (Celce-Murcia, 1991).
The Cognitive Approach (CA) emphasizes that learners should engage with a language only after mastering its norms, suggesting that imitation is effective only when cognitive processes are activated This approach categorizes language acquisition into four essential skills: listening, speaking, reading, and writing (Wang, 2009) By segmenting language learning in this manner, students can focus not only on grammatical rules and vocabulary but also on applying these rules to understand input languages like listening and reading, as well as output languages such as writing and speaking.
CA, a teacher must have excellent broad proficiency in the target language and the capacity to analyze it (Celce-Murcia, 1991).
AHA was a response to the general lack of affective considerations in both ALA and
At AHA, the feelings of both students and teachers are valued, promoting an atmosphere of respect The emphasis on genuine communication fosters meaningful interactions, often through partnerships and small group activities Teachers play a crucial role in creating a supportive learning environment that encourages peer interaction and collaboration Additionally, fluency in both the target language and the students' native language is essential, as translation may be required for effective instruction, particularly with lower-level learners (Celce-Murcia, 1991).
Intercultural Communicative Competence
Understanding the core concepts of Intercultural Communication (ICC) requires a clear comprehension of "culture," a term with numerous definitions shaped by various theoretical and disciplinary perspectives Faulkner et al (2006) analyzed over 300 definitions, identifying seven key themes: structure or pattern, function, process, product, refinement, power or ideology, and group membership This article will focus on a widely accepted constructivist definition of culture, as articulated by sociologists Peter Berger and Thomas Luckmann in their influential work, "The Social Construction of Reality" (1967, as cited in Bennett, 2004), which distinguishes between objective and subjective culture.
Objective culture encompasses the institutional elements of culture, such as political and economic systems, as well as its tangible products like art, music, and cuisine While this concept aids in grasping the cultural outputs of different groups, it falls short in fostering deeper intercultural competence (Bennett, 2004).
Subjective culture is used to refer to the worldview of a society’s people Bennett
Subjective culture, as defined by 2015, encompasses the shared values, beliefs, and behaviors shaped through communication (p 43) According to Berger and Luckmann (1967, as cited in Bennett, 2004), objective culture is internalized via socialization, while subjective culture is expressed through role behavior Understanding subjective culture offers valuable insights into the worldviews of various cultural groups, facilitating more effective interactions (Bennett, 2004).
In this paper, ‘culture’ refers to subjective culture (Bennett, 2015) Using the definition of subjective culture to explore Intercultural Communicative Competence (ICC) is advantageous for several reasons.
Subjective culture is characterized as a dynamic and evolving process shaped by individual actions and interactions This perspective is crucial for intercultural communication competence (ICC), as it emphasizes the importance of adapting to the fluid and changing nature of culture rather than merely understanding static cultural norms Acknowledging culture as a continuously transforming entity enhances our understanding of how individuals cultivate and apply their communicative skills in diverse and ever-changing intercultural environments.
Subjective culture, as defined by Byram (1997), includes a blend of beliefs, behaviors, and meanings that are crucial for effective intercultural communication (ICC) A comprehensive understanding of these interconnected elements allows researchers to examine how they interact and shape individuals' communication practices, ultimately fostering a deeper insight into the complexities of ICC.
Subjective culture emphasizes the inseparable relationship between culture and language, highlighting the importance of language in intercultural communication (ICC) This perspective promotes a holistic approach to studying ICC, where linguistic skills and cultural awareness are viewed as interconnected and mutually supportive elements.
Utilizing the definition of subjective culture enhances the understanding of intercultural communication (ICC) by recognizing the complex relationship between culture and language This perspective highlights the significance of individual and contextual elements, aligning with established theoretical frameworks Consequently, it allows researchers to investigate the intricacies of ICC more thoroughly, yielding valuable insights that can improve intercultural communication practices.
Intercultural competence (IC) is a crucial concept in the field, yet it lacks a universally accepted definition, as highlighted by Deardorff (2006) Over the past several decades, numerous definitions have emerged, but scholars remain divided on a singular interpretation To address this issue, Deardorff conducted a research project aimed at identifying which definition of intercultural competence received the most consensus among educational administrators.
In Deardorff's study, nine definitions of intercultural competence (IC) were presented to participants, with Byram’s (1997) definition being the most favored for its relevance to internationalization strategies in institutions, receiving an average rating of 3.5 out of 4.0 from administrators at 24 U.S postsecondary institutions This definition highlights the importance of knowledge about oneself and others, interpretive skills, interaction abilities, and the valuing of diverse beliefs and behaviors, with linguistic competence being crucial The second most endorsed definition identifies five components of IC, including world knowledge, foreign language proficiency, cultural empathy, appreciation of diverse cultures, and the ability to work internationally (Lambert, 1994) Additionally, various schools of thought have proposed their own definitions of IC, consistently emphasizing key elements such as awareness and understanding of cultural differences, exposure to other cultures, and self-awareness regarding one's own culture, underscoring the significance of cultural awareness in fostering effective intercultural interactions.
Intercultural competence refers to the cognitive, emotional, and behavioral skills necessary for effective interaction across diverse cultural contexts (Bennett, 2015) It encompasses three key components: the ability to use knowledge to understand experiences in a nuanced manner, fostering curiosity and confidence while mitigating anxiety, and a proactive approach to engaging in new behaviors rather than avoiding unfamiliar situations (Bennett, 2015).
Intercultural competence involves transforming intercultural encounters into meaningful relationships, as highlighted by Yesil and Demirüz (2017) This readiness to appreciate and understand the unique traits of individuals from different social groups fosters mutual respect and understanding between diverse cultures.
2.2.3 Communicative Competence versus Intercultural Communicative Competence
The shift in foreign language teaching from enhancing learners' communicative competence to fostering intercultural communicative competence reflects the impact of globalization (Byram, 1997) Initially conceptualized by Hymes (1972) in the context of first language acquisition, communicative competence emphasizes not only grammatical skills but also the appropriate use of language in various contexts This approach underscores the importance of understanding where and how to apply a foreign language, rather than merely analyzing it in isolation, highlighting the significance of 'appropriateness' in language learning (Byram, 1997).
According to Wiemann and Backlund (1980, as cited in Byram, 1997), appropriateness in interaction refers to an individual's ability to fulfill the contextual requirements of a situation effectively These requirements encompass three key areas: the verbal context, which involves the clarity and relevance of wording and topics; the relationship context, which pertains to the structure and style of messages that align with the dynamics between speakers; and the environmental context, which considers the limitations set by both symbolic and physical surroundings To enhance appropriateness in communication, it is essential to address these contextual factors.
1 Say just enough-not too little or too much
2 Do not say something that is false or speak about something for which you lack evidence
3 Relate your contribution to the topic and situation
4 Be clear about what you are saying, and say it with dispatch.
In discussions of communication competence, effectiveness is a crucial aspect alongside appropriateness It is defined as an individual's capability to achieve desired outcomes through their interactions with the environment.
Effective communication is considered a fundamental human skill, developed through learning and socialization, rather than solely dependent on intellect or education Competent communicators possess the ability to influence their surroundings, enabling them to achieve their personal objectives.
Perceptions
To fully understand teachers' perceptions of intercultural competence (ICC), it is essential to analyze the concept of perception, which encompasses cognitive and emotional recognition of stimuli (Bennett, 2015) Perceptions shape how individuals comprehend their surroundings, making it vital to grasp their role in intercultural competence As perceptions influence responses to various stimuli, they ultimately reflect an individual's level of competence in intercultural interactions (Bennett, 2015, p 405).
‘Perception involves the selection and interpretation of stimuli’ (Bennett, 2015, p.
Our perception of the world is shaped by the stimuli we choose to focus on and how we interpret them For instance, when we go to an airport to meet someone, we instinctively look for their familiar features, disregarding the surrounding crowd In this scenario, the person we seek becomes the relevant stimulus, while everyone else fades into the background as mere ambient noise.
The process of perception involves description, interpretation, and evaluation (Bennett,
In the process of perception, our past experiences significantly shape how we interpret and evaluate stimuli, such as recognizing a coffee mug from Café Mud not just as an object but as a symbol of fond memories associated with that café While we often engage with familiar stimuli seamlessly, the initial descriptive step becomes crucial when we encounter unfamiliar situations, particularly in intercultural contexts, as it allows us to relate new information to established patterns from our experiences It's important to recognize that the only information we access is through our perceptions; thus, regardless of the sender's intent, the message we receive is filtered through our individual perceptions, which are influenced by our cultural values and beliefs.
The way individuals perceive something is shaped by various factors, including cultural worldview, past experiences, situational context, and their state of mind (Benette, 2015, p 405).
Cultural worldview consists of fundamental assumptions that shape how people perceive and engage with reality (Glaz, 2017; Kraft, 1999) It acts as a lens through which individuals interpret complex experiences, influencing their interactions with the world Bennett's (2004) model outlines six stages of worldview orientations—Denial, Defense, Minimization, Acceptance, Adaptation, and Integration—that represent a developmental path toward intercultural competence Advancing through these stages enhances awareness of cultural differences, leading to more effective communication with diverse groups.
Past experiences also significantly influence perception, particularly concerning cultural differences As individuals gain exposure to diverse cultures, their competence in intercultural relations grows (Bennett, 1993).
Situational context significantly influences perception by serving as the backdrop for individuals' interactions with stimuli According to Zhou et al (2015), this context is essential for shaping temporal codes and bridging perceptual processes, ultimately affecting how stimuli are perceived In this study, situational context encompasses the policy environments, institutional frameworks, and community settings in which educators operate (Grossman & McDonald, 2008).
An individual's mental and emotional state greatly affects their perception, influencing how they interpret stimuli based on their thoughts, feelings, attitudes, beliefs, and moods (Burge, 2014) In this context, "state of mind" pertains to the mental and emotional disposition of individuals when they engage with and discuss intercultural communication (ICC).
Perceptions significantly impact intercultural competence, as individuals can only access information through their own perceptions Both personal and external perceptions influence how one navigates unfamiliar cultural contexts The perception process involves aligning new experiences with existing knowledge, allowing individuals to categorize their environment effectively Cognitive psychologists emphasize that humans simplify the complexity of their surroundings by organizing information into broader categories Each encounter with new stimuli presents an opportunity to either fit it into an existing category or create a new one The ability to form multiple flexible categories enhances intercultural competence, with cognitive complexity being a fundamental trait of an interculturally adept individual.
Research indicates that individuals are often viewed more favorably when seen as part of an ingroup, which significantly influences intercultural competence In intercultural interactions, it is common to encounter behaviors that may seem dissimilar or unclear; however, identifying shared characteristics can foster positive interpretations of ambiguous actions By understanding how perceptions shape our responses to different cultures, we can gain insights into our own behaviors and those of others Additionally, recognizing the impact of cultural values on perceptions enhances effective intercultural communication (Bennett, 2015).
The effectiveness of language teachers in integrating cultural elements into their English as a Foreign Language (EFL) courses is crucial, as their perceptions and practices significantly influence the incorporation of culture in the curriculum Research indicates that language educators recognize the positive effects of integrating cultural components on student success and motivation (Byram & Morgan, 1994; Kramsch, 1998; Mitchell & Myles, 2004) A comparative analysis of different cultures can serve as a motivational pedagogical tool However, there remains a pressing need for further research exploring the intricate relationship between language and culture This study aims to provide current insights into the simultaneous acquisition of a foreign language and its cultural context (Yesil & Demirüz, 2017).
Previous studies
Over the past fifty years, the Intercultural Communicative Competence (ICC) has been widely discussed in academic circles, focusing on its core concepts and key components Scholars have also concentrated on developing models to enhance learners' ICC and effective assessment methods to track their progress This section will briefly summarize the main themes of the current discourse on ICC.
Chen and Starosta (1996) conducted a comprehensive analysis of 211 studies on intercultural communication (ICC) published from 1951 to 1995, highlighting key research themes Their discussions, which cover nearly five decades, focus on the differentiation between intercultural communication and cross-cultural communication, the factors contributing to the rise of ICC, and strategies for enhancing it The summarized findings are visually represented in a concept map, as illustrated in Figure 3.
According to Martin et al (2020), the field of intercultural communication has evolved significantly over time, particularly due to the collaboration between linguists and anthropologists, which led to the establishment of a formal subdiscipline in the mid-20th century However, by the 1980s, despite two decades of exploration, there remained a lack of consensus on theories and methodologies, with scholars still striving to understand both verbal and nonverbal elements of intercultural communication This period marked a shift from anthropological and linguistic perspectives to approaches rooted in social psychology.
The global study of intercultural communication and applied linguistics exploded in the 1980s and 1990s and beyond.
2.4.2 Methods for enhancing learners’ ICC
Moeller and Nugent (2014) reviews 31 studies published between 1989 and 2013 on
IC and ICC As depicted in Figure 4, the study has investigated a number of methods for enhancing the ICC of learners.
The study emphasizes the significant interplay between cultural and language components in foreign language curricula It defines culture as a dynamic and complex entity, while also highlighting intercultural competence (ICC) as the ability to engage effectively with individuals from diverse cultural backgrounds According to Sinecrope et al (2012), ICC is challenging to define, yet it is crucial for appropriate interactions Byram (1997) further articulates ICC as the capacity to communicate effectively in a foreign language with people from varying cultures.
Figure 3: Initial discussions on ICC
The exploration of various intercultural competence models reveals common themes of self-awareness and identity transformation Bennet’s Developmental Model emphasizes identity transformation, while Gudykunst’s Anxiety and Uncertainty Management Model highlights self-awareness Byram’s Multidimensional Model, though focused on the goals of intercultural competence, also acknowledges the learning process, noting that learners engage from different starting points and at varying paces, with each experience serving as a unique goal Deardorff’s Process Model further underscores the continuous nature of developing intercultural competence, emphasizing ongoing work on attitudes, knowledge, and both internal and external outcomes Ultimately, both self-awareness and identity transformation are integral to Deardorff’s model, illustrating the dynamic journey of intercultural learning.
Various authors have proposed methods to enhance learners' Intercultural Communicative Competence (ICC) in foreign language classes A common theme among these approaches is the emphasis on inquiry-based learning, where students actively explore and analyze authentic content through diverse sources such as texts, audio, video, and media (Byram et al., 2013) This shift in focus transforms the teacher's role from merely imparting knowledge to facilitating the learning experience.
The authors highlight practical examples of Intercultural Competence (ICC) activities that incorporate various theoretical models, notably the OSEE tool developed by Deardorff (2000, as cited in Moeller and Nugent, 2014) This tool encourages learners to regularly observe others' attitudes, fostering mindful observation and deeper cultural understanding By objectively stating observations and exploring various interpretations, learners enhance their ability to interpret situations without judgment, while also improving their language skills Furthermore, evaluating the most plausible explanations helps them become comfortable with ambiguity, prompting further exploration, as human interactions are complex and require consideration of multiple factors for accurate assessment (Deardorff, 2011).
Tanu and Haskollar (2020) review 54 studies in the field of IC published between
1986 and 2018 The study’s findings are summarized in Figure 5.
The theoretical framework of the study is grounded in Bennett & Bennett's definition of intercultural competence (IC), described as "the ability to communicate effectively in cross-cultural situations and to relate appropriately in a variety of cultural contexts" (Bennett & Bennett, 2004, p XX) This definition emphasizes the importance of effective communication and appropriate interactions across diverse cultural settings.
An intercultural mindset, encompassing awareness and knowledge of diverse cultures, along with an intercultural skillset that involves understanding and appreciating cultural differences, is crucial for effective intercultural competence Bennett’s Developmental Model of Intercultural Sensitivity (DMIS) outlines six developmental stages, divided into two main categories: ethnocentric stages (denial, defense, minimization) and ethno-relative stages (acceptance, adaptation, integration) The Intercultural Development Inventory (IDI) continuum, based on the DMIS model, assesses an individual's stage of intercultural development, offering measurable distinctions between ethnocentrism and ethno-relativism.
Research indicates that demographic characteristics and intercultural competence (IC) may not consistently influence learners' IC, suggesting that conclusions should be drawn on an individual basis However, intercultural training programs are essential for enhancing learners' IC, incorporating diverse methodologies such as integrated pedagogy, one-on-one mentoring, reflective learning, peer support, and intercultural interactions Furthermore, the combination of multiple interventions effectively challenges participants, leading to significant improvements in their intercultural competence.
Effective interventions that facilitate reflection and contextualization of intercultural experiences, combined with a structured feedback loop, yield better outcomes than disjointed ideas The effectiveness of these interventions can range from substantial improvements to minimal gains, influenced by the participant's openness to personal change This openness is often linked to their prior intercultural experiences.
Collaborative Online International Learning (COIL) programs offer a unique approach to incorporating intercultural education in the classroom By facilitating interactions between students from diverse cultural backgrounds, COIL enables the development of an intercultural mindset and essential skills for global citizenship.
Teachers must create well-structured programs to foster Intercultural Communicative Competence (ICC) among students, enabling them to thrive in today's diverse and interconnected world Regardless of students' backgrounds, developing ICC is essential for effective communication and interaction with people from various perspectives.
Intercultural competence remains a pivotal topic in higher education, attracting ongoing research and practical application over the past sixty years There is an increasing need for tangible examples of how to develop and assess intercultural competence in real-world situations According to Deardorff and Arasaratnam (2017), key themes and implications surrounding this concept are highlighted in their findings.
Figure 6: IC emerging key themes and implications
2.4.5 Research projects around the world on teachers’ perceptions of ICC
Perception significantly influences how individuals understand their surroundings (Bennett, 2015), making research on Intercultural Competence (ICC) perceptions, especially among teachers, vital to the existing literature While there is extensive discussion on the definition and importance of ICC, there remains a lack of studies focusing on teachers' perceptions of ICC (Estaji & Rahimi, 2018) This gap is evident even in Asia, where ICC has been recognized for over sixty years This section explores the perceptions of ICC among teachers in various Asian countries, excluding Vietnam.
Gaps in related studies
Intercultural communication (ICC) studies in Vietnam are still in their infancy, with a limited number of research projects compared to the global landscape Most existing research focuses on theoretical frameworks and traditional teaching practices, as highlighted by various scholars (Kiet, 2011; Nguyen, 2008; Tran & Duong, 2015; Vu & Dinh, 2022) However, there is a notable lack of studies that explore teachers' perceptions of ICC within the Vietnamese context, indicating a gap in the current literature.
Recent studies on teachers' perceptions of Intercultural Competence (ICC) in Vietnam have been limited, failing to explore the nature of 'perception' or the specific components of ICC These studies primarily summarized participants' views without investigating the underlying processes or factors that shape their perceptions As a result, the findings may lack practical value for stakeholders aiming to improve the ICC landscape in Vietnam Furthermore, the lack of in-depth analysis raises questions about the participants' ability to accurately understand and interpret the concept of ICC.
This study aims to explore English instructors' perceptions of Intercultural Communicative Competence (ICC) within the context of university-level English teaching It will examine various factors, including the ICC objectives established by the university, the instructional materials utilized, and the teachers' educational goals The findings are expected to provide valuable insights into the effective implementation of ICC in higher education.
The implementation of Intercultural Communicative Competence (ICC) varies significantly depending on its context (Deardorff & Arasaratnam, 2017) Examining the ICC perceptions of instructors from a large public university department can offer valuable insights into the execution of ICC programs within Vietnam's higher education system, as this case reflects broader trends in Vietnamese universities The participants include instructors with diverse experiences in English Language Teaching (ELT), and the curriculum aligns with the guidelines set by the Ministry of Education.
Theoretical framework
To achieve a thorough grasp of teachers' perceptions of ICC, it is deemed that the theoretical framework for this research project must encompass three key dimensions:
The incorporation of Intercultural Competence (ICC) objectives into educational curricula is essential for achieving desired learning outcomes This study also emphasizes the importance of evaluating learners' proficiency in ICC The conceptual framework guiding this investigation is illustrated in the accompanying diagram (see Figure 7).
This research project integrates Michael Byram's Intercultural Communicative Competence (ICC) model with Binder's Intercultural Competence in Practice to enhance understanding of ICC Byram's model, recognized for its clarity and alignment with the Common European Framework of Reference (CEFR), serves as a foundation for Vietnam's 6-level foreign language proficiency framework, which guides curriculum development in educational institutions As such, the objectives outlined in Byram's model align with the CEFR and Vietnam's language proficiency framework, making it a valuable tool for educators in designing and implementing effective curriculum objectives.
Figure 7: Teachers’ perception of ICC
Assessment is a fundamental component of a curriculum, encompassing the knowledge, skills, and attitudes that students develop throughout their studies According to Byram (1997), effective assessment should logically follow the defined objectives and specifications Both Byram and Binder (2017) emphasize that the assessment process must align with these stated objectives Therefore, I have chosen to base my ICC evaluation on Michael Byram's ICC paradigm To ensure meaningful assessments that promote genuine learning, it is essential for curriculum designers, instructors, and students to engage in collaborative dialogue This underscores the importance of teachers having a comprehensive understanding of ICC assessment.
Byram's ICC model has been valuable for designing and assessing ICC curricula, yet it has pedagogical limitations, as it primarily indicates objectives without providing a clear pathway to achieve them (Matsuo, 2014) To address this gap, I am considering Binder's Intercultural Competence in Practice, which offers a more practical approach for improving students' intercultural competence.
Binder's Intercultural Competence framework (2017) offers a robust approach to developing intercultural skills, outlining essential knowledge, skills, and attitudes for learners It emphasizes the importance of mastering areas such as cultural psychology, understanding verbal and non-verbal behavioral differences, and enhancing cultural self-awareness through reflective tasks The framework also incorporates the DIE (describe, interpret, and evaluate) activity and critical moment dialogue to deepen learners' intercultural understanding and competence.
This framework illustrates the connection between intercultural competence (IC) and personal leadership skills, suggesting that personal leadership methodologies can enhance IC theory Methods proposed by Binder (2017), such as critical moment dialogues, are beneficial for improving personal leadership skills and, consequently, IC By fostering cultural self-awareness through introspection, individuals can better understand their influence from their community, national, and global contexts Furthermore, enhancing creativity promotes adaptability and flexibility, enabling individuals to generate innovative ideas and solutions rather than adhering to rigid beliefs Those who are mindful of their judgments, comfortable with ambiguity, and empathetic towards their own and others' emotions are more likely to appreciate diverse beliefs and values.
Understanding teachers' perceptions of Intercultural Communicative Competence (ICC) in English Language Teaching (ELT) requires a clear definition of 'perception,' an exploration of the influencing factors, and an examination of the perception process stages Additionally, conceptualizing ICC and integrating it into the ELT curriculum are essential for fostering this competence Insights gained from perception theories, particularly those proposed by Bennett (2015), will provide valuable methodologies and perspectives for researchers examining individual perceptions in this context.
In summary, this study employs a theoretical framework that integrates three key hypotheses, utilizing Byram's (1997) ICC model alongside Binder's (2017) Intercultural Competence in Practice to define, enhance, and assess Intercultural Competence (ICC) Additionally, the insights on perception will be grounded in the theories put forth by Bennett (2015).