Enhancing Intercultural Communicative Competence through Authentic Materials in Chinese EFL Context
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| Title: | Enhancing Intercultural Communicative Competence through Authentic Materials in Chinese EFL Context |
|---|---|
| Language: | English |
| Authors: | Dan Peng |
| Source: | Online Submission. 2026Paper presented at the Annual Meeting of the Thammasat University International ELT Conference (5th, Apr 2026). |
| Peer Reviewed: | N |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Document Type: | Speeches/Meeting Papers Reports - Evaluative |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Intercultural Communication, Communicative Competence (Languages), Second Language Learning, English (Second Language), Secondary School Students, Second Language Instruction, Instructional Materials, Alignment (Education), Instructional Design, National Curriculum |
| Geographic Terms: | China |
| Abstract: | Intercultural communicative competence (ICC) has gained significant importance in education. In this context, there has been a notable shift from focusing solely on linguistic competence to placing greater emphasis on ICC. However, Chinese secondary EFL students often lack exposure to real-world cultural contexts, and the current instructional priorities is developing exam-oriented skills which hinder the development of students' ICC. Authentic materials are widely regarded as valuable resources for promoting intercultural learning. This conceptual study addresses two research questions: (1) How is the relationship between authentic materials and ICC discussed in EFL research? and (2) What benefits and challenges arise when using authentic materials to promote ICC in Chinese secondary EFL classrooms? The theoretical framework adopts Byram's (1997) model of ICC. The model emphasizes intercultural attitudes, cultural knowledge, skills of interpreting and relating, skills of discovery and interaction, and critical cultural awareness. The findings suggest that while authentic materials provide opportunities for increased motivation, engagement, and cultural exposure, their effectiveness in promoting ICC depends on instructional mediation and contextual considerations. In the Chinese secondary context, examination-oriented structures and proficiency differences present practical constraints that shape implementation. This study highlights the importance of aligning authentic materials with pedagogical design and contextual realities in order to support meaningful intercultural development. [This paper was published in: "Proceedings of the 5th Thammasat University International ELT Conference 2026: Exploring New Horizons in English Language Teaching and Assessment in the ASEAN Context," Thammasat University, 2026, pp. 1-13.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED679551 |
| Database: | ERIC |
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