Intercultural communicative competence (ICC) is increasingly recognized as a key competence in Chinese higher education, making it an essential component of global citizenship. Culture-based teaching is widely regarded as an important pathway for fostering ICC in College English education; however, research on its implementation and effectiveness remains limited. This study addresses this gap by conducting a systematic literature review following PRISMA guidelines. A total of 959 records were initially identified from Scopus, ERIC, and WOS. After screening and eligibility assessment, 15 studies published between 2021 and 2025 were included for analysis. The findings reveal that culture-based teaching approaches, such as culture comparison, task-based learning, and technology-enhanced practices (e.g. telecollaboration) play a positive role in promoting students’ intercultural awareness, communicative skills, and critical cultural reflection. However, these approaches are often constrained by four key challenges, including the marginalized ICC in curriculum design, limited teacher preparedness and practical guidance, learners’ low engagement and intercultural awareness, and insufficient technological support. In addition, the review highlights a predominance of quantitative and mixed-methods research designs, with a strong reliance on self-reported data and limited use of longitudinal and performance-based approaches. These findings provide practical implications for improving ICC-oriented teaching and suggest directions for future research.
Hongyan Liao, Hanita Hanim Ismail, Nur Ainil Binti Sulaiman· World Journal of English Lan...· 0 citations
Although peer feedback has been widely used in second language (L2) English writing instruction, its pedagogical value is often constrained by vague comments, limited understanding of evaluation criteria, low learner confidence, weak peer trust, and insufficient uptake of revision. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses framework, this systematic literature review identified and synthesized empirical studies published from 2016 to 2025 on peer feedback training in English as a Foreign Language and English as a Second Language writing contexts. Database searches in Scopus, Educational Resources Information Center, and Web of Science were followed by deduplication, title and abstract screening, full-text eligibility assessment, and quality appraisal. Nineteen empirical studies were included in a narrative thematic synthesis focusing on instructional design, reported learning outcomes, and implementation challenges. The synthesis suggests that peer feedback is more effective when supported by rubrics or checklists, teacher modeling, guided peer-review tools, peer dialogue, AI-supported scaffolding, and revision-reflection tasks. Reported outcomes included improvements in feedback quality, revision uptake, writing performance, feedback literacy, motivation, self-efficacy, engagement, and self-regulated writing. Recurring implementation challenges included uneven learner readiness, limited feedback specificity, insufficient peer trust, time constraints, and the need for teacher monitoring and systematic guidance. Based on these findings, the review proposes a lightweight peer feedback training framework for L2 writing instruction and future intervention research.
Jing Wang, M. Yunus, Nur Ainil Binti Sulaiman· International Journal of Lea...· 0 citations