Full name: Hồ Gia Khánh

Student code: B2014041

Class: Writing C1.2 - 05

Reaseach topic: The effects of intercultural communication on EFL

students’ language acquisition.

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A. ANNOTATION

1. Article 1:

Vu, N. T., & Dinh, H. (2022). College-level students’ development of intercultural

communicative competence: a quantitative study in Vietnam. Journal of
Intercultural Communication Research, 51(2), 208-227. 

Ngoc Tung Vu & Hanh Dinh investigate the perceptions of intercultural

communicative competence among Vietnamese EFL college-students about
intercultural components in EFL curriculum such as knowledge, attitude, skill sets,
and awareness. They discuss the important role of English as well as intercultural
communicative competence, and they also analyze the reasons why it is essential to
apply intercultural communication in Vietnamese context. Quantitative method is used
to generalize the variance and relationship to lessen bias and subjective opinions and
also to measure the degrees of savoirs level development among Vietnamese learners.
Bisides, they use questionnaires to examine 310 EFL students about their perceptions
of their savoirs as well as how those constructors influence one another. Plus, they
continue measuring the items mapping variables by using a 5-point Likert-type which
is highly recommended in education research. Additionally, before finishing the
questionnaires, they design a smaller study in order to increase the research quality.
They invite 30 participants to complete a paper-based questionnaire to help review
how well items were written and translated into Vietnamese. Then, they demonstrate
how a particular savoir, critical cultural awareness, was impacted by the other savoirs
as well as how Intercultural communicative competence conceptualization can be
interpreted distinctively.

https://scholar.google.com/scholar?
start=10&q=the+effects+of+intercultural+communication+on+EFL+students
%E2%80%99+language+acquisition&hl=en&as_sdt=0,5#d=gs_qabs&t=1677491151
406&u=%23p%3D8YiMx058lsAJ

2. Article 2:
 Seyitoglu, F., Guven, A., & Kocabulut, O. (2015). Effects of intercultural
communication apprehension on satisfaction of foreign students. In First
European Academic Research Conference on Global Business, Economics,
Finance and Social Sciences (EARL 5Italy Conference). Milan, Italy. 

Faruk SEYITOGLU and his colleagues aims to explore the levels of intercultural
communication apprehension and satisfaction of foreign students enrolled in the
Akdeniz University, Faculty of Tourism during the 2014-2015 academic year. To
achieve this objective, the researchers use a quantitative method involving a
questionnaire to 65 students of Akdeniz University Faculty of Tourism. The
questionnaire consisted of two sections: the first section focusing on demographic
information such as age, gender, and country of origin, and the second section
comprises 14 questions related to personal reports of intercultural communication
apprehension (PRICA) and 35 questions on the satisfaction levels of daily and
academic life. The researchers use a 5-Point Likert scale to measure the
participants' responses. The study aims to uncover the foreign students' perceptions
regarding the content levels concerning their daily and academic life at the Faculty
of Tourism during the 2014-2015 academic year. Additionally, the research
determines if their content perceptions changed according to their homeland and
intercultural communication anxiety. Furthermore, the study aimes to establish to
what extent the foreign students' intercultural communication anxieties affected
their daily and academic life contents. In summary, Faruk SEYITOGLU and his
colleagues' research provides insights into the intercultural communication
apprehension and satisfaction levels of foreign students. The study marks the
importance of addressing intercultural communication barriers and fostering an
inclusive learning environment that enhances foreign students' academic and daily
life satisfaction levels.

https://www.researchgate.net/profile/Faruk-Seyitoglu/publication/
294582194_Effects_of_Intercultural_Communication_Apprehension_on_Satisfaction
_of_Foreign_Students/links/56c24a4a08ae2dc3eb8846ba/Effects-of-Intercultural-
Communication-Apprehension-on-Satisfaction-of-Foreign-Students.pdf

3. Article 3:

Allo, M. D. G. (2018). Intercultural communication in EFL classrooms. Ethical

Lingua: Journal of Language Teaching and Literature, 5(2), 159-170. 

Markus Deli Girik Allo aims to explore the role of culture and intercultural
communication in Torajan EFL classrooms, and to examine students' attitudes
towards studying intercultural communication. He uses a quantitative method with a
survey design, which involved inviting 207 students from even semesters of the
academic year 2017/2018 to participate voluntarily and provide data on the place of
culture and intercultural communication in Torajan EFL learners, as well as their
perceptions on the importance of studying intercultural communication. To gather
the data, the survey utilized the five-point Likert scale, which allowed students to
express their level of agreement with the given statements. Through the survey
results, the study identified the need for EFL students to have intercultural
knowledge and their expectations of the curriculum and EFL lectures in providing
an intercultural environment that promotes effective intercultural conversation
within classrooms. The research highlights the significance of intercultural
communication in EFL classrooms as it provides a conducive environment for
students to not only develop their language skills but also gain cultural
understanding. The study emphasizes that EFL lectures must include intercultural
knowledge into their teaching practices to meet the needs and expectations of their
students. This way, students can obtain a well-rounded education that is essential
for their academic and personal growth. Ultimately, Markus Deli Girik Allo's study
emphasizes the importance of understanding the role of culture and intercultural
communication in EFL classrooms and how it can positively impact the overall
learning experience for students.

https://www.ethicallingua.org/25409190/article/view/18/11 

B. CONCLUSION 

All three different authors give different viewpoints on the topic of effects of
intercultural communication. There are similarities as well as differences between
their studies. 

In terms of similarity, all authors use quantitative methods in order to examine

perceptions and effects of Intercultural Communication (IC). They all agree that in the
new society, universities are trying to create as much as possible an Intercultural
Communication environment to help students develop their competence. Besides,
Allo, M. D. G. and Seyitoglu, F., Guven, A., & Kocabulut, O. both use questionnaires
to ask a certain number of students based on  5-Point Likert scale to evaluate their
findings. Vu, N. T., & Dinh, H. and Allo, M. D. G. state that teachers should pay more
attention to how their students acquire ICC and materials they use in teaching. They
also agree that knowledge about culture includes language, cuisine, arts, holidays,
music, etc.

However, each author, to an extent, gives specific and different perspective on each
aspect of IC:

For the study of Ngoc Tung Vu and Hanh Dinh, this research has a clear background
information and foundation about why they need to conduct a study in Vietnamese
context. They figure out the limitation in applying Intercultural Communication
Competence (ICC) in teaching context in Vietnam as well as EFL Vietnamese
students’ intercultural communication acquisition related to attitudes, knowledge,
skills set, and awareness. By conducting this research, they are able to point out: by
various kinds of genders, ages, and English proficiency level, the concepts of ICC are
interconnected and diversely perceived, and suggest for future study analyzing the
effects of ICC concepts to many other aspects. Besides what the research brings, it
also includes some limitations. The authors want to have a wider range of students’
backgrounds, learning purposes, and after-graduation goals in order to make the
findings more persuasive and convincing. They are also limited in including
qualitative data because it can help ICC become more efficient. Finally, the authors
expect to widen the research scope to other regions in Vietnam or other countries in
order to increase the quality of English language education teaching.

For the research paper of Faruk Seyitoglu, Aylin Guven, and Ozge Kocabulut, they
examine the effects of IC apprehension on satisfaction of foreign students at Akdeniz
University. Through their research, it is possible to determine the levels of students’
anxiety, the effects of anxiety on the way of students’ communication as well as
acquisition, and the close relationship between intercultural communication anxiety
and daily and academic life contents. However, this study also has a limitation. There
is a lack of focusing on individuals to examine difficulties and troubles each student
has to deal with. And for future studies, it is suggested that they should be more
comprehensive and widen the research scope.

Otherwise, through the study conducted by Markus Deli Girik Allo, he points out a
very close relationship between culture and language. Culture affects language, and
language is learned from generation to generation. He also proves that acquiring IC is
as important as acquiring English, through ICC, we can communicate with others in
any circumstances and contexts. In his findings, by collecting and analyzing dates, he
states that it is important to give prominence to intercultural knowledge and encourage
effective dialogue in order to help EFL students and classrooms achieve specific
qualities. However, he does not include any limitations of his study as well as
suggestions for further study, so it is inconvenient for other researchers in the future to
approach new studies.

Regardless of the limitations of each study, it is undeniable that their contributions in

helping to widen and deepen the understanding about Intercultural Communication
acquisition are valuable and valid. These studies would be relevant and useful for
future studies related to this field.

References:

1. Allo, M. D. G. (2018). Intercultural communication in EFL classrooms. Ethical

Lingua: Journal of Language Teaching and Literature, 5(2), 159-170. 
2. Seyitoglu, F., Guven, A., & Kocabulut, O. (2015). Effects of intercultural
communication apprehension on satisfaction of foreign students. In First
European Academic Research Conference on Global Business, Economics,
Finance and Social Sciences (EARL 5Italy Conference). Milan, Italy. 
3. Vu, N. T., & Dinh, H. (2022). College-level students’ development of
intercultural communicative competence: a quantitative study in Vietnam.
Journal of Intercultural Communication Research, 51(2), 208-227.