Revisiting Intercultural Communicative Competence of Korean EFL College Students: With a Reference to their Motivation and English Ability
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This study explores how Korean college students perceive their intercultural communicative competence (ICC) and how their ICC is related to their motivation and English ability. A total of 307 college students of a university located in a southwestern medium-sized city participated in the study. An online questionnaire was administrated to collect data on their background information, ICC, motivation, and English ability. Descriptive statistics, factor analysis, correlation, and regression analysis were conducted to address the research questions. The findings showed that they had a moderate level of ICC, with their “intercultural awareness” and “intercultural interaction willingness” relatively higher than the other two components of ICC, “intercultural skills/strategies” and “intercultural attitudes.” Further results indicated that the participants’ motivation, in particular, integrativeness and ideal L2 self were much stronger correlated with their ICC than their English ability, and that motivation and English ability were found to be a significantly predictive power for ICC. From the results, practical suggestions were given.
Abstract
This study explores how Korean college students perceive their intercultural communicative competence (ICC) and how their ICC is related to their motivation and English ability. A total of 307 college students of a university located in a southwestern medium-sized city participated in the study. An online questionnaire was administrated to collect data on their background information, ICC, motivation, and English ability. Descriptive statistics, factor analysis, correlation, and regression analysis were conducted to address the research questions. The findings showed that they had a moderate level of ICC, with their “intercultural awareness” and “intercultural interaction willingness” relatively higher than the other two components of ICC, “intercultural skills/strategies” and “intercultural attitudes.” Further results indicated that the participants’ motivation, in particular, integrativeness and ideal L2 self were much stronger correlated with their ICC than their English ability, and that motivation and English ability were found to be a significantly predictive power for ICC. From the results, practical suggestions were given.
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