A study on the integration of intercultural communication in teaching and learning in a Chinese higher education EFL classroom in Dongguan, China

The globalization of education has positioned English as a Foreign Language (EFL) not only as a linguistic tool but also as a medium for intercultural communication. In China, despite more than a decade of English instruction, many students achieve examination-oriented proficiency but struggle with authentic communication in multicultural contexts. This gap stems from the dominance of grammar-based pedagogy, limited intercultural content, and insufficient teacher training. Consequently, the role of Chinese EFL teachers as cultural mediators remains underexplored, raising questions about how intercultural communication is taught and experienced in the Chinese classroom.