PBL in ESP for Cross-border E-commerce Livestreaming: Developing Intercultural Communicative Competence for Central and Eastern Europe

Xueting Li

doi:10.70088/scepg635

Authors

Xueting Li Yangming Honors School of Humanities, Ningbo Childhood Education College, Ningbo, China Author

DOI:

https://doi.org/10.70088/scepg635

Keywords:

project-based learning, intercultural competence, vocational education, e-commerce, english for specific purposes

Abstract

This study examined vocational students' self-assessed intercultural communicative competence (ICC) after completing a Project-Based Learning (PBL) English for Specific Purposes (ESP) course focused on simulated cross-border e-commerce (CBEC) livestreaming and email tasks targeting Central and Eastern European (CEE) markets. A cross-sectional survey design was employed with 92 second-year vocational students in Ningbo, China. Both quantitative data from a 30-item questionnaire and qualitative data from student artifacts including promotional posters, AI-generated emails, and livestreaming scripts were systematically analyzed. Results revealed moderately high self-reported ICC levels with an overall mean score of 4.01. Among the competence dimensions, Digital Tool Application scored highest with a mean of 4.12, while Knowledge scored lowest at 3.80. Qualitative evidence confirmed students' critical and strategic use of AI tools and demonstrated emerging interactive competence in cross-cultural business communication contexts. The findings suggest that PBL approaches effectively foster vocational students' ICC development, particularly in digital skills application and basic intercultural interaction capabilities, while simulated project experiences alone may not sufficiently develop deep cultural knowledge and understanding without authentic cultural immersion or sustained intercultural contact.

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