The impact of intercultural contact on the intercultural communicative competence of Chinese EFL undergraduates: The mediating role of English learning motivation

This study investigates the relationship between intercultural contact, English learning motivation, and intercultural communicative competence among English as a Foreign Language (EFL) undergraduates in China. Recruiting a sample of 460 participants of diverse demographic backgrounds at a university in central China, a survey was administered to examine the correlation among variables. The collected data underwent analysis using Smart PLS. The outcomes derived from structural equation modeling revealed significant correlations between intercultural contact and intercultural communicative competence, as well as between English learning motivation and intercultural communicative competence. Notably, there emerged a partial mediation effect, wherein English learning motivation played a mediating role in the relationship between intercultural contact and intercultural communicative competence. This study also pinpoints that integrative motivation, online & offline courses, instrumentality, and social media are potent predictors of ICC, which underscores the importance of creating opportunities for cultural exchange and immersion experiences in educational and professional settings. The findings of this study hold practical implications for educators and language teachers to foster a motivating learning environment that encourages language acquisition and cultural awareness.