International Journal of Research Studies in Education
CollabWritive Special Issue
Volume 13 Issue 19
Available Online: 31 December 2024
Author/s:
Li, Na
Graduate School, Lyceum of the Philippines University – Batangas, Philippines (63445342@qq.com)
Abstract:
This dissertation delves into the intricate dynamics between English reading motivation, experience, and intercultural communicative competence within the realm of Chinese college students studying English as a foreign language (EFL). Against the backdrop of globalization fostering increased intercultural exchanges, proficiency in English and intercultural competence emerge as indispensable skills for individuals navigating diverse international environments. The study zeroes in on the specific context of Chinese college EFL learners, recognizing that their experiences and motivations in English reading significantly impact their development of intercultural communicative competence. Grounded in theories of motivation, second language acquisition, and intercultural communication, this research employs a descriptive approach to unravel the nuanced relationship between English reading experience, motivation, and intercultural communicative competence among Chinese college EFL students. The quantitative phase entails surveying a representative sample of Chinese college EFL students to scrutinize their patterns of English reading engagement, motivational drivers, and perceived levels of intercultural communicative competence. The findings from this study enrich the comprehension of how English reading motivation and experience contribute to the cultivation of intercultural communicative competence among Chinese college EFL learners. By pinpointing pivotal motivational factors and examining the influence of diverse reading practices on intercultural communication skills, this research offers valuable insights that can inform the development of pedagogical strategies and curriculum frameworks aimed at fostering more efficacious English language learning experiences for Chinese college students. Ultimately, the dissertation endeavors to bridge existing research gaps and furnish practical recommendations for educators, policymakers, and stakeholders vested in nurturing intercultural competence and language proficiency within diverse educational landscapes.
Keywords: Chinese college EFL students, English reading motivation, experience, intercultural communicative competence
DOI: https://doi.org/10.5861/ijrse.2024.24772
Cite this article:
Li, N. (2024). English reading motivation, experience, and intercultural communicative competence of Chinese college EFL students. International Journal of Research Studies in Education, 13(19), 165-179. https://doi.org/10.5861/ijrse.2024.24772