Exploring Intercultural Communicative Competence Among Chinese Students: Insights from a Qualitative Study

Many definitions and models of intercultural communicative competence (ICC) have emerged over the years, predominantly influenced by Euro-American perspectives. To explore this concept within diverse cultural contexts, this study delves into ICC in the Chinese setting using a qualitative approach. Byram’s ICC model served as the theoretical foundation, guiding the investigation into English as a foreign language (EFL) undergraduates’ experiences and perceptions regarding factors that influence intercultural communication, the qualities of effective intercultural communicators, and the challenges encountered in intercultural interactions. Data were collected through semi-structured interviews with 17 purposively selected undergraduates and analyzed using Nvivo 12. The findings revealed nine crucial factors for ICC: knowledge, attitude, language competence, awareness, skills, empathy, motivation, mindset, and personal traits. These factors align with the scholarly notion that ICC is typically categorized into cognitive, affective, and behavioral dimensions. The study supports Byram’s model in understanding ICC, and further reinforces the significant role of language competence in developing ICC within the Chinese context. The study provides a nuanced understanding of ICC by emphasizing mindset, influenced by traditional Chinese cultural values, as a distinctive factor in intercultural communication. The research enhances understanding of how these factors impact communication effectiveness and personal growth among Chinese students, offering insights for enhancing ICC education.