ISSN: 2222-6990
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With globalization accelerating, the cultivation of intercultural competence (IC) has become a key objective of foreign language education. Despite extensive research in this field, assessment instruments specifically designed for Chinese English majors remain limited. The current study investigates the factors influencing Chinese college English majors’ intercultural competence and develops a context-sensitive assessment scale. Drawing on Wu’s Intercultural Communication Competence Assessment Scale and Zhang and Wu’s framework for intercultural competence teaching in China, 36 initial items were generated in accordance with the learning characteristics of English majors. Exploratory factor analysis (EFA) was conducted with data from 95 students to identify the underlying factor structure. The revised scale was then administered to 193 English majors and examined through confirmatory factor analysis (CFA). The final Intercultural Competence Scale for Chinese English Majors (ICSCEM) consists of 19 items across five factors, demonstrating satisfactory construct validity and overall reliability (Cronbach’s ? = 0.836). The results indicate that attitudes exert the strongest influence on intercultural competence, followed by knowledge of Chinese and foreign cultures, whereas linguistic and communicative competence play comparatively weaker roles. These findings provide empirical support for intercultural competence development and offer a practical assessment tool for improving English major education in the Chinese higher education context.
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