Content area
This study explores the role of Intercultural Competence (IC) in Second Language Acquisition (SLA), examining its impact on learners' motivation and communicative outcomes. While SLA research has emphasized linguistic and cognitive factors, integrating intercultural perspectives provides a more holistic approach to language education. IC fosters cultural awareness, engagement, and communicative skills, complementing methodologies such as Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), and Content and Language Integrated Learning (CLIL). With the growing use of technology and Artificial Intelligence (AI) in SLA, new opportunities for personalized learning arise, alongside challenges of authenticity and human interaction. This research adopts a qualitative design, using semi-structured interviews with 200 learners and 30 educators, analyzed through thematic analysis. Findings are expected to demonstrate how IC enhances learner motivation and classroom effectiveness, contributing to more inclusive pedagogical practices and offering insights into its role in both traditional and digital learning contexts.
Details
Communicative Competence (Languages);
Curriculum Development;
Adult Learning;
Individualized Instruction;
Language Acquisition;
Artificial Intelligence;
Student Motivation;
Cultural Awareness;
Cross Cultural Training;
Grammar;
Competence;
Content and Language Integrated Learning;
Content Analysis;
Educational Methods;
Educational Technology;
English (Second Language);
Communication Skills;
Classrooms;
English Learners;
Cultural Influences;
Holistic Approach;
Educational Experience;
Educational Facilities Improvement;
Cross Cultural Studies
Students;
Curricula;
Communication;
Research design;
Educational technology;
Learning environment;
Teachers;
Content and language integrated learning;
Personalized learning;
Motivation;
Linguistics;
Education;
Pedagogy;
Language acquisition;
English as a second language;
Artificial intelligence;
Willingness to communicate;
Second language learning;
Classrooms;
Learning outcomes;
Task-based language teaching;
Communicative language teaching;
Qualitative research
1 Inner Mongolia University, Hohhot 010030, Inner Mongolia, China
2 The University of Manchester, Manchester M13 9PL, UK