Intercultural Communicative Competence of Chinese Language Learners in the Democratic Republic of the Congo

This study explores gaps in research on intercultural communicative competence (ICC) among Chinese as a foreign language (CFL) students, particularly in Africa. Focusing on 70 CFL students in the Democratic Republic of the Congo, the study used the Intercultural Communicative Competence Scale to examine correlations between ICC and factors such as age, sex, Chinese language proficiency, duration of study, and overseas experience. Findings from correlation and regression analyses show that Chinese language proficiency and study duration are key factors in ICC development, with age also playing a role. However, sex and overseas experience had no significant effects when controlling for other variables. This study contributes to the literature by highlighting factors shaping ICC in African contexts and offers practical insights for improving CFL education.