Facilitating EFL learners' intercultural competence through culturally responsive teaching in oral English classrooms

This study explored the potential of culturally responsive teaching (CRT) as a pedagogical approach to intercultural foreign language teaching. Implementing 14 CRT sessions with English as a foreign language (EFL) learners in a Chinese university, this study examined and assessed students' intercultural learning in oral English classes. Based on a mixed-methods analysis of students' learning journals, interviews, intercultural assignments, and assessment results, this study highlights the potential of CRT in fostering openness, sharing multiple perspectives, and critical meaning-making processes in the Chinese EFL context.