VOlUME 05 ISSUE 05 May 2026
Quoc Hoang
Department of Foreign Languages, Saigon University, Ho Chi Minh City, Vietnam
DOI : https://doi.org/10.58806/ijsshmr.2026.v5i5n15Google Scholar Download Pdf
ABSTRACT
As globalization accelerates, English as a Foreign Language (EFL) education must move beyond structural linguistic proficiency to develop learners' communicative adaptability. This empirical study investigates the impact of a 15-week pedagogical intervention on the intercultural development of 205 Vietnamese EFL majors. Employing an explanatory sequential mixed-methods design for systematic data triangulation, the research utilizes the theoretical framework of the "language learner as a language user." The curriculum integrated cultural linguistics, translation, and literature through experiential activities, including critical incident role-plays, media analysis, and reflective portfolios. Quantitative analysis of pre- and post-intervention questionnaires revealed significant improvements (p < .001, Cohen’s d > 1.0) across core sociocognitive constructs, specifically ethnorelativism, tolerance of ambiguity, and cultural curiosity. Qualitative thematic analysis further mapped the learners' cognitive progression, indicating a transition from initial affective dissonance to the formation of a hybrid identity within an intercultural "Third Space." Observational data showed a notable reduction in inappropriate L1-to-L2 sociopragmatic transfers, demonstrating enhanced mastery of communicative nuances. The findings indicate that embedding experiential praxis into instructional curricula enables learners to interact effectively in diverse global contexts. The study concludes with pedagogical implications for fostering cross-cultural empathy, mutual understanding, and global citizenship.
KEYWORDS:Intercultural communicative competence, Sociopragmatics, Explanatory sequential mixed-methods, Hybrid identity, Vietnamese EFL majors.
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Cite this Article:Hoang, Q. (2026). Intercultural Communicative Competence in Language Education: A Pedagogical Framework for the Era of Globalization. INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCHS, 5(5), 1055-1062. https://doi.org/10.58806/ijsshmr.2026.v5i5n15