Developing the Intercultural Communication Competence of Students in a Language Course at a Chinese Higher Education College: a Critical Incident Intervention

Intercultural communication competence (ICC) has become an indispensable skill in this increasingly interconnected world. This dissertation proposes enhancements to English language teaching in China to meet the Chinese Ministry of Education's 2016 directive, which calls for the cultivation of talent with international perspectives and a comprehension of global norms. Drawing from my personal experience as an English teacher with international study experience, this research examines the necessity to expand beyond the traditional English teaching methodologies in China by integrating an intercultural dimension and contributes to the professional practice of education. The central goal of this research is to equip Chinese college students with the competencies required for global success while also fostering the development of a distinctive cultural identity. Moreover, this research serves a dual purpose: to propose advancements in English language pedagogy in Chinese higher education and to facilitate my own professional development as an educator. Through continuous pedagogical reflection and course design evolution, I seek to elevate the quality of my instruction and ensure that the courses I offer are both dynamic and culturally responsive. The dissertation focuses on exploring the development of ICC through Byram’s (2006) framework from the standpoint of Holliday et al.'s (2004) non-essentialist view of culture. A key element of this exploration is the strategic incorporation of Critical Incident Exercises (CIEs) into the English language curriculum. Derived from the authentic experiences of my students, these CIEs are designed to prompt critical reflection and dialogue aimed at enhancing ICC among students. The development of these CIEs is informed by a series of narrative interviews that provide a qualitative depth to the exercise content. These interviews demonstrate the students' intercultural encounters and provide a solid foundation upon which the CIEs are built. This process of transformation from narrative insight to educational application represents a significant contribution to language education by offering a replicable model for harnessing narrative accounts to improve intercultural pedagogy. The dissertation is centred on three research questions: 1) How can CIEs advance the ICC of Chinese college students who learn English as a foreign language (EFL)? 2) How do CIEs influence students' perceived identity transformation? 3) What are the pedagogical implications of developing and employing CIEs within the Chinese EFL setting? To address these questions, this research adopts a qualitative Teacher Action Research (TAR) methodology to harness the narratives of students with overseas educational experiences to inform the development of CIEs. These CIEs are then applied within a larger student cohort across two TAR cycles. The second cycle integrates modifications derived from insights gathered during the initial cycle. The findings emphasize the impact of CIEs on advancing ICC and fostering a transformative journey from being learners of English to becoming intercultural speakers and adept English users. The study's pedagogical insights recommend adopting authentic resources, and a specialized ICC model for Chinese EFL learners, and highlight the importance of embedding national culture into EFL lessons. This research demonstrates the practicality of CIEs in fostering ICC in the Chinese EFL domain. It offers an example for educators seeking to incorporate intercultural perspectives into their teaching, empowering students to navigate and define their identities in the global context. This research also advocates for ICC frameworks and curricula tailored to China’s higher education context.