Exploring Students’ Intercultural Communicative Competence in the Light of English-Medium Instruction (EMI) in Higher Education in Vietnam

Ngoc Tung Vu; Do Na Chi; Huu Thanh Minh Nguyen

doi:10.29333/ejecs/2168

Authors

Ngoc Tung Vu VNU University of Languages and International Studies, Hanoi, Vietnam https://orcid.org/0000-0002-7661-2885
Do Na Chi An Giang University, Vietnam National University Ho Chi Minh City Central Queensland University, Australia https://orcid.org/0000-0003-1292-9397
Huu Thanh Minh Nguyen https://orcid.org/0000-0002-9494-9641

DOI:

https://doi.org/10.29333/ejecs/2168

Keywords:

english as a medium of instruction, intercultural communicative competence, higher education, vietnam, Vietnamese Higher Education

Abstract

In response to the growing need for English proficiency for international communication, Vietnam has implemented English-as-medium-of-instruction (EMI) education. This educational strategy aims to enhance students’ English and disciplinary knowledge that meets the high-demanding work readiness and assists their professional endeavors. However, there is limited research on how Vietnamese students perceive intercultural communicative competence (ICC) through EMI, which typically involves acquiring cultural attitudes, knowledge, and skills relevant to their future personal willingness, educational qualifications, and professional requirements. This study investigates how Vietnamese higher education students in EMI programs perceive acquiring ICC, including intercultural attitudes, knowledge, discovery, and interaction skills, interpreting and relating skills, and critical cultural awareness. Informed by Byram’s (1997) ICC framework, a questionnaire was developed, validated, and administered to a sample of 315 students. The questionnaire revealed varied perceptions of ICC outcomes after completing EMI programs, influenced by their cultural backgrounds, educational experiences, and social interactions. Our quantitative findings suggest implications for improving educational policies for EMI in Vietnam while foregrounding future survey-based research that attends to ICC as part of the EMI education implementation. Furthermore, the study proposes practical and research-oriented directions to better understand how Vietnamese learners perceive ICC as they participate in EMI programs, both domestically and internationally.

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Author Biographies

Ngoc Tung Vu, VNU University of Languages and International Studies, Hanoi, Vietnam

Ngoc-Tung Vu is currently a PhD candidate while concurrently holding a position as a lecturer at University of Languages and International Studies, Vietnam National University in Hanoi, Vietnam. He has edited Intercultural Competence in Higher Education English Language Instruction and authored over 35 works, comprising high-quality journal articles, book chapters, newsletters, and media reports. His research focus centers on intercultural communication, incorporating diverse perspectives from school leaders, teachers, educators, employers, and learners.

Do Na Chi, An Giang University, Vietnam National University Ho Chi Minh City Central Queensland University, Australia

Dr. Do Na Chi is a lecturer at An Giang University, Vietnam National University Ho Chi Minh City and a research officer at Queensland University of Technology. He earned his PhD from Queensland University of Technology (QUT), Australia. His research interests include second language writing, English for academic purposes, language and identity, and intercultural rhetoric.

Huu Thanh Minh Nguyen

Huu Thanh Minh Nguyen is currently a PhD candidate in Applied Linguistics at School of Languages and Linguistics, Faculty of Arts, The University of Melbourne, and a lecturer of English at Faculty of English, University of Foreign Language Studies, The University of Danang. He has co-edited one book Intercultural Competence in Higher Education English Language Instruction and published widely in various journals: International Review of Applied Linguistics in Language Teaching, Journal of Language, Identity & Education, Teaching English as a Second Language Electronic Journal (TESL-EJ). His research interests include Language Testing, Language Assessment, Second Language Writing, and Task-based Language Teaching and Learning.

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