A Study on the Impact of Language Education in Information-Interactive Environments on the Development of Intercultural Communicative Competence

Abstract

This study investigates the mechanisms and pathways through which language education in an information-interactive environment promotes the development of intercultural communicative competence (ICC). Using a mixed-methods paradigm that integrates quantitative questionnaires and qualitative interviews, we conducted a longitudinal follow-up of 300 language learners from multiple universities. Structural equation modeling (SEM) and thematic analysis were employed to reveal how language education enhances ICC through three interrelated dimensions: cognitive restructuring, affective regulation, and behavioral strategies. The findings show that multimodal input in information-interactive environments significantly improves learners’ intercultural sensitivity, while the use of metacognitive strategies strengthens intercultural adaptability. From the sociocultural theory perspective, mediated dialogue is confirmed as a key variable linking language proficiency and intercultural competence. The study further verifies the dynamic construction of cultural schemata in digital contexts, providing empirical evidence for the design of language education curricula in a globalized era.