Using semi-structured interviews, this study examined six K-12 classroom teachers’ perceptions of the importance, challenges, and strategies for developing ESL students’ intercultural communicative competence (ICC). The results revealed several distinct patterns of interest: a) how teachers perceive the importance of developing ESL students’ ICC; b) the major challenges in developing their ESL students’ ICC; and c) strategies that teachers use to help develop their ESL students’ ICC. Teachers of ESL students regard the development of ICC as important because it helps ESL students become familiar with American culture, assists them in communicating with English speakers, and allows them to become more comfortable in their interactions with others. They regard cultural and language issues as the most challenging. Important educational implications are discussed.
In recent years, computer-assisted autonomous learning of College English listening (CALCEL) in China has been attracting widespread attention. To investigate the real situation and evaluate the effectiveness of CALCEL, a case study of a Chinese university was conducted. Four hundred non-English major students participated in the investigation. An experimental class of forty-seven students was selected to engage in an intensive training program for listening strategies development. Results show that computer-assisted autonomous learning is conducive to developing students’ listening comprehension in numerous aspects. Meanwhile, learning strategies turn out to be the most prominent factor in carrying out such learning practice. Further, the training program aiming at cultivating students’ autonomous learning abilities with listening strategies at its core proves to be effective. The study has important implications for developing students’ autonomous learning ability and enhancing the effectiveness of CALCEL.** This study was supported by “the Fundamental Research Funds for the Central Universities”，South-Central University for Nationalities (CSQ18040)