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Description
The rapid advancement of artificial intelligence (AI) has transformed language education by providing learners with personalized, interactive, and authentic learning experiences. Despite its growing adoption in English language teaching, limited empirical research has examined how AI supports the development of intercultural communicative competence (ICC), particularly in English as a Foreign Language (EFL) contexts. This study investigates English majors’ perceptions of using AI tools to develop ICC at a university in Ho Chi Minh City, Viet Nam. Guided by Byram’s (1997) framework of ICC, the research explores students’ perceptions across three interrelated dimensions: cognitive, behavioral, and affective/attitudinal. A mixed-methods design will be employed, combining questionnaire data with qualitative insights from semi-structured interviews to provide a comprehensive understanding of learners’ experiences with AI-mediated intercultural language learning. The study is expected to reveal that students generally perceive AI as a valuable platform for enhancing intercultural knowledge, increasing confidence in intercultural interactions, and providing flexible opportunities for autonomous learning. At the same time, concerns are anticipated regarding the cultural accuracy, authenticity, and limited capacity of AI to convey empathy, humor, and other nuanced aspects of human communication, reflecting the emerging "human heart gap" in AI-assisted learning. The findings are expected to contribute to the growing body of literature on AI-enhanced intercultural language learning by extending theoretical discussions of ICC within digitally mediated environments. Practically, the study will provide evidence-based recommendations for integrating AI into English language curricula in ways that promote ICC while preserving the essential role of human interaction and critical cultural reflection.
Keywords: AI tools, English language teaching, ICC, perceptions
