A Survey on Preservice English Teachers’ Intercultural Communicative Competence in China
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Enhancing pupils’ intercultural communication competence (ICC) is a key EFL teaching goal in China and the pre-service English teachers’ ICC plays an essential role in it. This study aims to investigate the pre-service English teachers’ ICC levels and whether there were any differences between their ICC levels and their genders or their family origins in a public university in China. Data were collected from 186 pre-service English teachers by employing Zhong et al.’s (2013) “Intercultural Communication Competence Self Rating Scale (ICCSRS)”. The results showed that the pre-service English teachers’ ICC is only moderate with an average score of 3.20. Among the eight dimensions of the ICC, attitude showed the highest score (3.87) while linguistic competence showed the lowest (2.72). In addition, the study revealed the female pre-service English teachers have higher ICC than the male ones, but there is no difference between the urban and rural pre-service English teachers. As a result of the pre-service English teachers’ low level of ICC, the study suggested that the university should lay more emphasis on the ICC development in the teaching, provide more opportunities to communicate interculturally for the pre-service English teachers, and take a flexible policy in the class division and teaching.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.003 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it