Abstract
Based on Byram’s theoretical model and Holzbrecher’s heuristic teaching and learning process, this study designed intercultural teaching and learning for Korean learners, and empirically analyzed its impact on cultural intelligence improvement by applying a two-way group pre-post test to Vietnamese middle and advanced-level learners. This study incorporated methods such as language learning, language recognition, cultural recognition, cultural experience, and the ethnographic approach to enhance intercultural interaction for Korean learners, and examined the changes using Ang et al.’s (2007) cultural intelligence scale. As a result of the analysis, it was found that intercultural teaching and learning for Korean learners had a significantly high impact on ‘metacognitive CQ’, ‘cognitive CQ’, and ‘motivational CQ’. On the other hand, it transpired that ‘behavioral CQ’ did not have a significant effect, indicating that the behavioral expression of Korean learners was not sufficiently reflected in the teaching and learning design.
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