English-major Students’ Perception of the Impact of Cultural Barriers on Intercultural Communicative Competence

English-major Students’ Perception of the Impact of Cultural Barriers on Intercultural Communicative Competence

Lam Thi Lan Huong* lamhuong@tlu.edu.vn Thuyloi University (Vietnam)
Nguyen Phuong Thao stellaphuong263@gmail.com Thuyloi University (Vietnam)
Summary: 
Intercultural communicative competence (ICC) is a crucial skill for English-major students in today’s globalized world. This study investigates the intercultural communicative competence of English major students by examining their self-perceptions and the cultural barriers that hinder its development. Guided by Chen and Young’s (2012) ICC model, the research focuses on three core dimensions of ICC: cognitive, affective, and behavioural, integrating insights from existing literature to contextualize and interpret the findings. While ICC fosters adaptability and effective communication across cultural boundaries, students often face challenges such as fear of making mistakes, limited exposure to multicultural environments, language difficulties, cultural bias, and stereotypes. A quantitative research design was employed, using a 30-item questionnaire to collect data from 60 participants. The findings provide insights into students’ awareness of cultural obstacles and how these challenges affect their intercultural interactions. The study also offers practical implications for educators and curriculum designers in developing strategies to enhance students’ intercultural competence. By addressing these issues, the research contributes to improving English language education and preparing students for academic and professional success in multicultural environments.
Keywords: 
cognitive
affective
and behavioural dimensions; emotional elements
Intercultural Communicative Competence (ICC); cultural barriers.
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