VOlUME 05 ISSUE 06 June 2026
Duc V. Le
Thu Dau Mot University, Vietnam
DOI : https://doi.org/10.58806/ijsshmr.2026.v5i6n52Google Scholar Download Pdf
ABSTRACT
This study investigates effective pedagogical strategies for fostering intercultural competence (IC) among undergraduate English majors at Thu Dau Mot University (TDMU), addressing the persistent educational gap between structural linguistic proficiency and cross-cultural readiness. Employing a convergent mixed-methods research design, the investigation gathered data from 120 students and 12 language educators using multi-dimensional self-assessment questionnaires, semi-structured interviews, and structured classroom observations. The quantitative survey tracked student capabilities across core dimensions using a five-point Likert scale, while field observations were conducted over a continuous six-week period to monitor real-time teacher-student discourse. Quantitative variance was evaluated via descriptive statistics, a One-Way Analysis of Variance (ANOVA), and Tukey’s post-hoc criteria, while qualitative tracking data underwent recursive thematic analysis. The empirical findings reveal that language learners possess a moderate baseline level of overall IC, demonstrating highly developed intercultural attitudes (M = 3.8) but significantly depressed critical cultural awareness (M = 3.2). Among the evaluated instructional methods, cultural immersion configurations proved to be statistically the most effective intervention (M = 4.1) compared to traditional reflective practice (M = 3.4), while structured intercultural dialogue yielded moderate developmental gains (M = 3.8). Triangulated thematic field data confirm that active experiential frameworks and digital cross-cultural exchanges markedly improve student dialogic engagement and situational adaptability. However, rigid institutional curricula, severe time constraints, and a lack of specialized faculty training continue to hinder systemic implementation. Based on these outcomes, the study recommends embedding structured experiential and dialogue-driven modules directly into core language curricula while establishing continuous, professional teacher-training programs. These insights offer context-specific, evidence-based solutions to equip language learners with the critical analytical capacities necessary for global citizenship.
KEYWORDS:Byram's framework, cross-cultural communication, tertiary education, convergent mixed-methods, global citizenship, pedagogical interventions
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Cite this Article:Le, D. V. (2026). Experiential Learning and Immersion: Strategies for Fostering Intercultural Competence in Vietnamese English Language Teaching. INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCHS, 5(6), 1833-1840. https://doi.org/10.58806/ijsshmr.2026.v5i6n52