Efl Students’ Perceptions of Using Teachers’ Authentic Materials to Develop Intercultural Communicative Competence in English Learning
Year: 2025
Type: article
Study design: Observational Study
Abstract: This study explores the perceptions of English as a Foreign Language (EFL) students at Can Tho University, Vietnam, regarding the use of authentic materials in developing intercultural communicative competence (ICC) in English learning. The research investigates the types of authentic materials EFL teachers employ and evaluates how students perceive these materials in fostering their intercultural understanding and language skills. Utilizing a mixed-methods approach, the study combines quantitative data from a 33-item questionnaire and qualitative insights from semi-structured interviews. A total of 120 EFL students participated in the questionnaire, and 7 students were selected for in-depth interviews to provide richer, contextualized data. The results show that students highly value the use of authentic materials, including news reports, literature, and podcasts, as they significantly enhance their cultural awareness and language abilities. What’s more, students expressed that authentic materials were more engaging than traditional resources, offering practical exposure to real-world language and cultural contexts. The study also identifies some challenges faced by students, such as the complexity of the materials and the need for guidance in interpreting implicit cultural meanings. Findings suggest that incorporating authentic materials into language teaching can bridge the gap between theoretical knowledge and real-world intercultural experiences. The study offers valuable recommendations for teachers to refine their strategies in utilizing authentic materials to improve ICC in EFL contexts. Article visualizations:
Authors: Truong Hieu Ngan, Thai Cong Dan
Institution: Can Tho University
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4410877809