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Description
In Vietnamese higher education (2016–2026), a pedagogical shift is emerging from English as a Foreign Language (EFL) toward functional English-as-a-Second-Language (ESL) orientations. Drawing on Long’s (1996) Interaction Hypothesis and Lave and Wenger’s (1991) Communities of Practice, this study conceptualizes short-term cultural exchanges as "pedagogical third spaces." Within these "micro-ESL ecosystems," English functions as a lingua franca, enabling learners to transition from form-focused knowledge to interactional competence through authentic social engagement.
While intercultural research is growing, a "Reciprocal Perception Gap" remains; studies rarely offer dyadic evidence from both local and international perspectives. This mixed-methods study addresses this gap, analyzing 30 students at a Ho Chi Minh City university. Data from surveys and Critical Incident interviews examine the relationship between interactional confidence and functional indicators like turn initiation and negotiation of meaning.
Preliminary findings indicate that Vietnamese participants demonstrate increased agency and strategic communication, while international students show enhanced multilingual pragmatic awareness. The study proposes a replicable framework integrating Task-Based Language Teaching (TBLT) and Guided Reflective Cycles. By documenting dual perspectives, the research demonstrates how structured informal engagement supports sustainable pathways toward English-Medium Instruction (EMI) and real-life proficiency in the Vietnamese context.
Key words: Intercultural Communicative Competence; Interactional Competence; Reciprocal Perception Gap; ESL-Oriented Pedagogy; English-Rich Learning Environments; Cultural Exchange Programs; Task-Based Language Teaching; Vietnamese Higher Education
