The Development and Validation of a Questionnaire for Measuring English-majored Students’ Intercultural Competence in a Vietnamese Higher Education Context
DOI:
https://doi.org/10.54855/ijli.25442Keywords:
Intercultural competence, instrument validation, cultural education, English-majored students, language and culture integrationAbstract
This study aims to develop an instrument to measure the intercultural competence (IC) of English majors in a formal, interculturally embedded English-language program in Vietnam. To do this, we implemented measures to prepare the item pool and validate the IC instrument. Using a self-report approach, the initial 38-item instrument was verified through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), with sample sizes of 274 and 212, respectively, in each phase. The result was a finalized 20-item IC scale with four factors: knowledge of one's own culture; knowledge of other cultures and intercultural communication; attitudes (openness, respect, willingness to talk to people from other cultures); and skills (interpreting/relating, analyzing/evaluating). The measurement model exhibited good fit indices (Chi-square/df = 1.62, CFI = 0.96, TLI = .95, RMSEA = 0.05, PCLOSE = 0.26) and acceptable reliability and validity. Hence, the recently developed scale is deemed legitimate and dependable for implementation in the given Vietnamese higher education contexts.
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