Testing and Verifying the Appropriateness of the Dual-Perspective Integrated Intercultural Communication Competence Development Model: A Multi-Criterion Expert Validation Study
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| Title: | Testing and Verifying the Appropriateness of the Dual-Perspective Integrated Intercultural Communication Competence Development Model: A Multi-Criterion Expert Validation Study |
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| Language: | English |
| Authors: | Xue Du (ORCID |
| Source: | Science Insights Education Frontiers. 2026 35(1):5633-5661. |
| Availability: | Insights Publisher. The Bonoi Group, 725 West Main Street, Suite F, Jamestown, NC 27282. Tel: 336-734-3249; e-mail: eic_sief@bonoi.org; Web site: http://bonoi.org/index.php/sief |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Intercultural Communication, Models, Language Teachers, College Faculty, Foreign Countries, College Second Language Programs, Validity, Expertise |
| Geographic Terms: | China |
| ISSN: | 2644-058X 2578-9813 |
| Abstract: | This study verifies the contextual appropriateness of the Dual-Perspective Integrated Intercultural Communication Competence (ICC) Development Model (DP-ICC Model) for foreign language teachers at Guangxi University of Foreign Languages (GUFL), China. A purposively selected panel of 20 domain experts evaluated a 32-item instrument across six diagnostic criteria: Acceptability, Understandability, Feasibility, Cost-efficiency, Utility, and Sustainability. The validation methodology integrated implementation science, technology acceptance, and health technology assessment criteria through the CIPP evaluation model. Quantitative analysis revealed an overall appropriateness score of 4.60/5.0 (92.0%, "Excellent"), with perfect content validity indices (I-CVI = 1.00; S-CVI/Ave = 1.00). One-way ANOVA confirmed no significant differences across expert types (p ≥ 0.05), indicating robust cross-population consensus. Qualitative synthesis identified three convergent themes regarding the model's strengths and two divergence instances concerning cost-efficiency and time-allocation, which were translated into contextual modifications. The findings demonstrate that the DP-ICC Model achieves high standards of theoretical coherence, contextual feasibility, and operational utility within GUFL's resource-constrained, ASEAN-oriented ecology. The study contributes a validated ICC development model for foreign language teachers in comparable resource-constrained private universities, together with a replicable multi-criterion expert-validation methodology. Generalizability is limited to institutions sharing GUFL's ecological profile; direct transplantation to research-intensive or well-funded institutions is not recommended without contextual adaptation. |
| Abstractor: | As Provided |
| Entry Date: | 20260101 |
| Accession Number: | EJ1516156 |
| Database: | ERIC |
| Abstract: | This study verifies the contextual appropriateness of the Dual-Perspective Integrated Intercultural Communication Competence (ICC) Development Model (DP-ICC Model) for foreign language teachers at Guangxi University of Foreign Languages (GUFL), China. A purposively selected panel of 20 domain experts evaluated a 32-item instrument across six diagnostic criteria: Acceptability, Understandability, Feasibility, Cost-efficiency, Utility, and Sustainability. The validation methodology integrated implementation science, technology acceptance, and health technology assessment criteria through the CIPP evaluation model. Quantitative analysis revealed an overall appropriateness score of 4.60/5.0 (92.0%, "Excellent"), with perfect content validity indices (I-CVI = 1.00; S-CVI/Ave = 1.00). One-way ANOVA confirmed no significant differences across expert types (p ≥ 0.05), indicating robust cross-population consensus. Qualitative synthesis identified three convergent themes regarding the model's strengths and two divergence instances concerning cost-efficiency and time-allocation, which were translated into contextual modifications. The findings demonstrate that the DP-ICC Model achieves high standards of theoretical coherence, contextual feasibility, and operational utility within GUFL's resource-constrained, ASEAN-oriented ecology. The study contributes a validated ICC development model for foreign language teachers in comparable resource-constrained private universities, together with a replicable multi-criterion expert-validation methodology. Generalizability is limited to institutions sharing GUFL's ecological profile; direct transplantation to research-intensive or well-funded institutions is not recommended without contextual adaptation. |
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| ISSN: | 2644-058X 2578-9813 |
