Peer Review: My Research Topic and RQs

It looks like you have a solid foundation for your research. Since you are looking to "make it new" (làm thành cái mới), we can refine the structure to ensure it meets the academic rigor expected for a Master's level thesis or a final project at HUFLIT.

To elevate this, I recommend focusing on a Convergent Parallel Design for your methodology and sharpening the theoretical application of Byram’s model.

Refined Research Proposal

1. Title (Enhanced)

"Navigating Cultural Frontiers: A Mixed-Methods Assessment of Intercultural Communicative Competence and Cultural Identity among English Majors at HUFLIT"

2. Research Framework & Objectives

Your main aim is strong, but we can clarify the "why" behind it.

• Objective 1: To quantitatively profile the ICC levels of HUFLIT English majors across the five dimensions (Knowledge, Skills of interpreting/relating, Skills of discovery/interaction, Attitudes, and Critical cultural awareness).

• Objective 2: To qualitatively explore the nuance of "Westernization" and how language learning reshapes or reinforces their sense of being Vietnamese.

• Objective 3: To determine if a correlation exists between language proficiency (CEFR levels/IELTS scores) and the maintenance of cultural identity.

3. Enhanced Research Questions

• RQ1 (Quantitative): What is the prevailing level of Intercultural Communicative Competence (ICC) among English majors at HUFLIT, and which of Byram’s five dimensions is most/least developed?

• RQ2 (Qualitative): How do students describe the tension, if any, between acquiring Western linguistic norms and preserving their Vietnamese cultural identity?

• RQ3 (Mixed): To what extent does English language proficiency influence the degree of "Westernization" perceived by the students?

4. Methodology: The "New" Mixed-Methods Approach

Instead of just saying "mixed methods," you should specify a Convergent Parallel Design. This means you collect and analyze both quantitative and qualitative data separately but at the same time, then merge the results to see if they confirm or contradict each other.

A. Phase 1: Quantitative (Survey)

• Tool: A Likert-scale questionnaire based on the Intercultural Communicative Competence Questionnaire (ICCQ).

• Sampling: N≈100−150 English majors across different academic years.

• Data Analysis: Use SPSS 26.0.

  • Descriptive Statistics: To find Mean and Standard Deviation for RQ1.

  • Correlation Analysis (Pearson’s r): To test the link between proficiency and ICC scores.

B. Phase 2: Qualitative (Interviews)

• Tool: Semi-structured interview guide.

• Sampling: 8–12 students (purposeful sampling based on survey results—e.g., high ICC vs. low ICC).

• Data Analysis: Thematic Analysis.

  • Code the transcripts to find recurring themes regarding "Westernization" and "Cultural Hybridity."

C. Integration (The "Mixed" Part)

• Create a Joint Display table. This compares your statistical findings (e.g., "Students score high on Knowledge") with interview quotes (e.g., "I know a lot about American holidays, but I feel less connected to Tet").