VietTESOL International Convention, VietTESOL International Convention 2019

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How Is Learners’ Intercultural Competence Assessed In An English Speaking Course? Fill in The Gap.
Hang Thi Nhu Mai

Building: Library
Room: D307
Date: 2019-10-11 04:35 PM – 05:05 PM
Last modified: 2019-09-20


The assessment of intercultural competence in English language teaching has still remained a crucial issue. The literature shows that there is no right approach or best measurement tool for assessing this complex concept. It is advised that the assessment of intercultural competence or student outcomes assessment should be contextualized in a specific teaching and learning context. Based on common consensuses in models and definitions of intercultural competence among scholars including Bennett’s development model of intercultural sensitivity (DMIS) (1986, 2013), Byram’s intercultural communicative competence model (1997) and Deardorff’s intercultural competence model (2006), the author designed and elaborated some practical assessment approaches through such instruments as pre- and post-test, learners’ self-reflection and problem-solving tasks to assess learners’ intercultural competence after an English speaking course. The paper suggests a paradigm shift of learning outcome assessment from traditional approaches to a more reflective and more quantifiable way, and from focusing on only the linguistic dimension to considering intercultural competence as the ultimate goal of the learning process. The study also contributes to calling for more empirical studies on developing assessment approaches including all of the dimensions of intercultural competence such as cognitive, affective, and behavioral to provide a more inclusive assessment tool.


intercultural competence, assessment