Effects of Chinese EFL learners’ English self-efficacy and ideal L2 self on intercultural sensitivity: A cross-sectional and longitudinal study

Abstract

Most of the extant research discussed how intercultural sensitivity is promoted by the influence of external cultural environments. However, little information has been provided about the impact of psychological factors in language learning on intercultural sensitivity, with even scarce longitudinal evidence. In view of this, the present study aimed to explore the relations between EFL learners’ English self-efficacy, ideal L2 self and their intercultural sensitivity based on both cross-sectional and longitudinal data collected from Chinese university EFL students. Utilizing the structural equation modeling technique, two mediation models and two cross-lagged panel models were constructed to examine the effects on the overall intercultural sensitivity and its five subcomponents. The cross-sectional findings confirmed the positive predictive effects of English self-efficacy and ideal L2 self on intercultural sensitivity and demonstrated the mediating roles of ideal L2 self in the relation between English self-efficacy and intercultural sensitivity. Results of the cross-lagged panel analysis further revealed that while ideal L2 self positively predicts subsequent intercultural sensitivity, the longitudinal impact of English self-efficacy is not supported. By establishing ideal L2 self-images with positive future visions as competent intercultural communicators, learners with stronger self-efficacy will show greater sensitivity and inclusiveness to cultural differences. Based on these major findings, multiple pedagogical implications for intercultural training projects and curriculum designs were offered. One particular revelation is that the present study calls for the establishment of an imagined global English community that also integrates non-native speakers who are communicating interculturally into the target community in English language teaching. This suggestion is designed to help EFL learners, especially those who are less self-efficacious, develop a more integrative language learning motivation under the global English context, thereby fostering their intercultural sensitivity.