Intercultural Communicative Competence of BSED Major in English Students: Basis for Proposed Integration of Internationalization in BSED Major in English Curriculum of Cagayan State University

Abstract

This study aimed to investigate the intercultural communicative
competence of the BSED Major in English students of Cagayan State University
as a basis for proposed integration of internationalization in the BSED
Major in English Curriculum. The descriptive-correlational research design
was employed. The participants were the first, second and third year BSED
major in English with a total population of 92. A structured questionnaire by
Dombi Judit was adopted as an instrument. Utilizing the frequency count and
percentage, mean, standard deviation, ANOVA, t-test and Pearson-r, this study
assessed that intercultural communicative competence of the BSED major
in English students of Cagayan State University in relation to variables that
facilitate and enhance it, is at “competency” level. The BSED students major in
English are skillfully endowed with the capacity in discovering and interpreting
a culture of their own and others, adept about facts or information about their
own culture and others, and are broadly open to their own culture and others.
Along affective variables, perceived communicative competence, intercultural
contact and perceived second language competence, students in the BSED
major in English have the ability to communicate and interact across cultural
boundaries. It is then appropriate to integrate internationalization in the BSED
major in English curriculum in order to sustain, maintain, enhance and bring
into equal level of Intercultural communicative competence subcomponents
that need to be developed among these students who are future teachers
of the nation. Pearson-r test unveiled that intercultural communicative
competence is significantly correlated with the affective variables, perceived
intercultural communicative competence and other individual differences
(perceived communicative competence, intercultural contact and perceived
second language competence). ANOVA test revealed a significant difference
on students’ intercultural communicative competence when grouped
according to profile variables, while on students intercultural communicative
competence along skills is found to have no significant relationship with
perceived intercultural communicative competence and with the affective
variable in terms of willingness to communicate.