The Perceptions of International Students on Intercultural Communication in English Language Classrooms at Nguyen Tat Thanh University, Ho Chi Minh City, Vietnam

In the context of increasing internationalization in higher education, intercultural communication has become a crucial factor influencing international students’ learning experiences, particularly in English language classrooms. This mixed methods study investigates international students’ perceptions of intercultural communication and examines how intercultural communication experiences affect their engagement in English language classrooms at Nguyen Tat Thanh University, Ho Chi Minh City. Quantitative data were collected through a questionnaire administered to 64 international students, while qualitative insights were obtained from semi-structured interviews with six purposefully selected participants. The questionnaire data were analyzed using descriptive statistics, and the instrument demonstrated high internal reliability (Cronbach’s alpha = 0.914). Interview data were analyzed thematically to complement and deepen the quantitative findings. Guided by Byram’s (1997) Intercultural Communicative Competence (ICC) framework, the results indicate that international students generally hold positive perceptions of intercultural communication and recognize its value in enhancing cultural understanding, learning motivation, and English language development. Intercultural communication experiences were found to positively influence students’ behavioral, emotional, and cognitive engagement, particularly by increasing motivation, improving listening and speaking skills, and preparing students for future academic and professional contexts. However, moderate challenges related to communication anxiety, cultural differences, and limited naturalness in English use were also identified. The study highlights the importance of supportive pedagogical practices, culturally responsive teaching, and institutional support in fostering effective intercultural communication. The findings contribute empirical evidence to intercultural communication research in the Vietnamese higher education context and offer practical implications for English language teaching in multicultural classrooms.