Promoting Intercultural Competence in EFL Contexts: Insights from Vietnamese University Teachers

In the era of globalization, the English language has been used as a major means of communication, and English language competence has become one of the key goals in the education and training of individuals in different fields. However, it is undeniable that the mere mastery of language cannot fully ensure the success of English users when communicating with either native or fellow non-native English speakers. As a result, more attention has been drawn to intercultural competence, which is generally defined as the ability to communicate and behave appropriately and effectively in communication involving culturally different others. In Vietnam, although some attempts have been made in issuing policies regarding intercultural competence in EFL education, there is a gap between policy and actual practice. It is, therefore, crucial to investigate teachers’ perceptions of the inclusion of intercultural elements in their teaching as an attempt to facilitate growth of students’ intercultural competence. Yet, such research remains limited, particularly in higher education. This study used semi-structured interviews to explore how seven university teachers perceived the development of intercultural competence in EFL classrooms. The findings revealed that the teacher participants had fragmented understandings of intercultural competence and struggled to promote it within the constraints of their courses. Some recommendations for curriculum design, pedagogical practices and teacher training are proposed to improve the promotion of undergraduates’ intercultural competence in English teaching and learning.