Investigating the relationship between Chinese Students’ IELTS speaking scores and their intercultural communication competence

This thesis focuses on the relationship between International English Language Testing System (IELTS) speaking scores and the intercultural communication competence (ICC) of two groups of Chinese speakers. Chinese international students typically experience difficulty when studying in English-speaking countries, so it is paramount to prepare them adequately with the necessary ICC to succeed abroad. This study started with a literature review providing an overview of ICC and the usefulness of IELTS in preparing students to achieve a high level of competence. The effectiveness of IELTS as a predictor of ICC was examined with a combination of qualitative and quantitative research. For the quantitative analysis, the participants were given a questionnaire that asked them to self-report on the Intercultural Communicative Competence Self-Report Scale. These results were then compared to their IELTS speaking scores. Additionally, participants were invited to participate in an additional interview to obtain qualitative data. These data supported previous findings in highlighting the strong relationship between students’ IELTS speaking scores and ICC, even with regard to measuring speaking skills. The data supported the conclusion that linguistic competence should not be the sole objective of a successful IELTS exam or an efficient intercultural communication exchange. Students should continue to receive further support on their learning journey to enhance their possibilities of developing their ICC and participating in efficient communication exchanges with people from other cultures