Comparative Analysis and Pedagogical Implications of the ‘SFLEP’ Intercultural Competence Contest and Intercultural Competence Test in Chinese ELT
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Abstract
China has been actively working to bolster its global communication and dialogue efforts. As part of these efforts, a considerable number of graduates take part in the “SFLEP” Cup National College Students’ Intercultural Competence Contest (SNICC) and Intercultural Competence Test (ICT). This paper offers a foundational overview of these important tests in the context of intercultural English language teaching in China. Namely, we explore and analyze both tests, identify their similarities and differences, and offer suggestions for improvements and pedagogical implications. Through comparative analysis, we found that both the SNICC and ICT offer valuable frameworks for assessing intercultural competence, though they differ in their approach and implementation. SNICC emphasizes practical, team-based tasks, while ICT focuses on individual assessments through a structured, machine-based format. Implications for curriculum designers, teachers, and institutions are discussed to aid in developing intercultural competence among Chinese students. We conclude by arguing that educators should adopt and integrate the strengths of both SNICC and ICT. Such an approach would improve their intercultural teaching practices and better prepare students to thrive in an increasingly globalized world.
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