Leveraging Telecollaboration and Virtual Mobility to Enhance Intercultural Communicative Competence in English Language Teaching Classrooms in China

Introduction: This study explores the use of telecollaboration and virtual mobility to enhance intercultural communicative competence (ICC) in English Language Teaching (ELT) classrooms in China. Objectives: By integrating digital tools and online platforms, the research investigates how virtual exchanges between Chinese students and their international peers foster cross-cultural understanding and communication skills. Along with the identification of the issues associated with the research area, the inclusion of Byram’s model of intercultural communicative competence has facilitated the understanding of the topic by providing an astute notion. An expansive analysis of existing research materials has facilitated the identification of the research variables “mode of interaction”, “instructor guidance”, “technology usage”, “group composition”, “cultural sensitivity”, and “intercultural communicative competence” based on which the interplay has been explored. Methods: A mixed method approach has been estimated to be the most beneficial approach towards exploring the topic wherein upon extensive segregation 5 articles have been selected with the implementation of the PRISMA Framework for the qualitative study. To conduct the quantitative analysis a sample of 415 English language teachers from China has been selected with the inclusion of the Krejcie & Morgan table. The responses have been evaluated with the help of the IBM SPSS software which has facilitated the identification that the variables selected for the research establish a strong interrelationship among themselves. Through the multiple linear regression analysis, it could be observed that a sig value lesser than 0.05 has been achieved in every case thus exhibiting a strong relationship prevalent among the independent variables with the dependent variable. Furthermore, further avenues of research have been furnished along with stating the significance the research holds in contemporary academic literature. Results: The findings underscore the potential of virtual mobility in enhancing ICC, offering valuable insights for educators seeking to integrate technology into ELT for global competence development. One of the main objectives of EFL instruction in China is to increase students' intercultural communication competence (ICC), and pre-service English instructors' ICC is crucial to this process. Conclusions: The purpose of this study is to examine the ICC levels of pre-service English instructors at a Chinese public institution and determine whether there are any disparities between their ICC levels and their genders or family backgrounds.