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|Factors affecting the intercultural communicative competence development of EFL students at Bui Thi Xuan High School: Master of TESOL
|Trần, Quốc Thao (GVHD)
Vong, Phan Ha
|English language -- Study and teaching -- Master's thesis report
Anh ngữ -- Học tập và giảng dạy -- Luận văn Thạc sĩ
Tiếng Anh giao tiếp
|Trường Đại học Bà Rịa - Vũng Tàu
|Recent years have seen considerable progress in the development of intercultural communicative competence (ICC) in the field of English teaching and learning. The role of ICC is highly emphasized in most English teaching curriculum in countries with advanced education. In the context of Vietnam, there is a growing concern about the role of ICC in English teaching and learning. However, students are found to encounter considerable difficulties in terms of reaching the best level of ICC. Within such context, this study aims at (1) determining students’ level of ICC, (2) exploring the factors that affect the development of students’ ICC, (3) figuring out differences in the level of ICC and factors affecting ICC development among 3 grades. The findings of the study revealed that students were remarkable in possessing a high level of ICC. In terms of the factors that affect the development of students’ ICC, the results of the study demonstrated that while learner-related factors had a significant impact on students’ ICC level, teacher-related factors and learning environment factors did not yet seem to be having any effect on their ICC development process. Furthermore, the study revealed that there were no significant differences among high school EFL students’ ICC level in three different grades. Regarding to differences in factors affecting high school EFL students’ ICC development in terms of three grades, the results of the study indicated that there were no significant differences in teacher-related factors and learning environment-related factors. However, there appeared to be significant differences in view of grade 10,11 and 12 in the learnerrelated factors. This study recommends that practical and profound implications should be made to enhance the process of learners’ ICC development.
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