Abstract
The learner’s willingness to communicate is one of the essential elements in learning and implementing foreign languages effectively. The researchers are eager to develop a new intercultural instruction model to enhance non-English major college students’ intercultural communicative willingness in English classrooms in China. A mixed methodology approach that combined qualitative analysis and quantitative analysis was utilized to analyze data from a questionnaire, the new intercultural teaching model, in-depth interviews, and productive tasks such as speaking tasks and writing tasks. There were 98 Chinese students participating in this research in the academic year 2019–2020. The results revealed that after the development and implementation of the new intercultural teaching model, the students showed progress in their willingness to communicate, their satisfaction with the results of the in-depth interviews, and their high performance in those productive tasks. On this basis, this research presents how to develop and implement an instructional model effectively to enhance the students’ intercultural communicative willingness and productive performance.
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