Using Critical Incidents to Develop Intercultural Understanding and Skills among Students Learning French

Abstract

In Vietnamese higher education, French as a Foreign Language (FLE) instruction often concentrates heavily on linguistic forms, offering learners limited exposure to the complex cultural dynamics of authentic interactions. To address this gap, this study evaluated a nine-week intervention using critical incidents in the form of short scenarios depicting real-world cross-cultural misunderstandings. The intervention involved 110 undergraduate students at Thang Long University and was informed by Kolb’s Experiential Learning Theory and Fantini’s conceptualization of intercultural competence. The module integrated structured problem-solving with reflective discourse. A mixed-methods assessment revealed statistically significant gains across all five measured dimensions, with participants demonstrating the most marked progress in cultural insight and empathy. Complementary qualitative data from reflective journals, observations, and focus groups underscored improvements in contextual sensitivity, emotional regulation, and communicative negotiation. These findings suggest that integrating experiential, scenario-based activities into FLE curricula may support the development of context-sensitive intercultural competence among Vietnamese university students.