Abstract
The study aims to investigate the influence of implementing nine real e-learning components in an online English intercultural course on improving the performance of vocational college students in China. There were 92 students involved in the course spanning thirteen weeks that comprised various task elements of group discussions, information gathering, online communication, and group reflection on the Chaoxing platform. Data were collected through performance data logging, questionnaires on the perception of authentic learning, and interviews. Qualitative and quantitative data results show that the students have improved their performance, with positive feedback on the life-relevant effect of learning activities. This research provides a humanistic perspective for online intercultural English education as it focuses on the fact that the integration of real-life activities during the English intercultural course is necessary for students' performance improvement
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