Description
With the transformation of learning modes driven by internet globalization, online international learning platforms are emerging as a crucial third space for reimagining traditional EAP practices. This collaborative program between China (Xi’an Jiaotong-Liverpool University) and South Africa (Durban University of Technology) exemplifies the transformative potential of integrating EAP practices within a dynamic, cross-disciplinary project to meet the specific intercultural communicative demands of academic and professional fields such as radiography, pharmacy, and other related majors. This research adopts Byram’s (2020) Intercultural Communicative Competence (ICC) framework to identify factors influencing the communication willingness and competence of EAP learners by utilizing a fuzzy-set qualitative comparative analysis (QCA) to examine how various configurations affect students’ intercultural communicative competence in the authentic online EAP settings. The study focuses on the impact of attitude, knowledge, language proficiency, critical cultural awareness, and cross-cultural communication skills on ICC. Through virtual collaboration, particularly between these two countries, the program emphasizes cultural diversity and inclusiveness, underscoring the unique educational dynamics fostered by the partnership between a transnational university and a public technology university. Ultimately, this program illustrates how EAP can be effectively restructured to suit diverse educational contexts and explores the extent to which Byram’s (2020) ICC model can enhance students’ intercultural communicative competence. The findings demonstrate the model’s flexibility and relevance in preparing students for the complex challenges of their future studies and careers while fostering intercultural communication competence.| Period | 22 Apr 2025 |
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| Held at | University of Plymouth, United Kingdom |
| Degree of Recognition | International |
Keywords
- Third Space, ICC, Global Citizenship