INTERCULTURAL COMMUNICATIVE COMPETENCE FROM VIETNAMESE EFL STUDENTS’ PERSPECTIVES: A CASE IN CAN THO UNIVERSITIES

Abstract

This study investigates English-majored students’ perceptions and experiences of Intercultural
Communicative Competence (ICC) at three universities in Can Tho, Vietnam. Using Byram’s (1997)
framework and semi-structured interviews with 14 participants, the study reveals that students value
openness, empathy, and cultural understanding but encounter limited opportunities for authentic
intercultural learning. While they demonstrate positive attitudes toward ICC, their experiences remain
mostly theoretical due to exam-oriented instruction and scarce intercultural interaction. The findings
highlight the need to integrate reflective pedagogy, teacher mediation, and virtual exchange activities to
enhance ICC in Vietnamese higher education.