Abstract
The study sought to explore the relationship between intercultural sensitivity and English language competence among students enrolled in the Bachelor of Secondary Education (BSED) English program. A convergent parallel mixed-methods approach was utilized, combining both qualitative and quantitative data collection methods. Specifically, survey questionnaires were employed to gather quantitative data, while in-depth interviews and focus group discussions were conducted to obtain qualitative insights. Data collection was performed simultaneously, allowing for a holistic examination of the participants' experiences and skills. The qualitative data were analyzed through thematic analysis to identify patterns and themes, whereas statistical techniques were applied to the quantitative data to evaluate intercultural sensitivity and English language proficiency. The findings indicated a significant positive relationship between the two variables, emphasizing the need to integrate intercultural communicative competence into language education to foster enhanced linguistic skills and cultural awareness among students. Themes such as fostering culturally responsive language competence, developing intercultural language proficiency, ensuring mastery of English communication, facing cross-cultural miscommunication, cultivating interpersonal communication skills, and instilling emotional and psychological agility from lived experiences and coping mechanisms. as well as linguistic accuracy and sensitivity, development of global awareness, attuned communication, intercultural communication competence, developing intercultural communication and awareness, and integrating culture into English language learning from the student’s insights were found.
