Self-regulated smart learning environment, classroom engagement and intercultural communicative competence of EFL students in China

Intercultural communication competency has become one of the essential abilities that Chinese international people should possess.Numerous research studies have been done to improve the communicative abilities of Chinese students.However, there is still a research gap in this field, which is worth studying.The study used the descriptive research design to explore the Chinese college students' self-regulated smart learning environment, classroom engagement, intercultural communicative competence, and their relationship among the cited three variables in language learning.Participants from the Anhui Institute of International Business, totaling 385, were asked to complete the questionnaires.The results reflected that males, international trade majors, and sophomores have better assessments on self-regulated smart learning environment.They are more engaged in classrooms and have good cross-cultural awareness, high recognition, and a correct attitude toward cross-cultural communication ability.However, the majority of participants lack sufficient cross-cultural skills and communication abilities.Results also revealed strong relationships among intercultural communicative competence, classroom engagement, and self-regulated smart learning environments.Moreover, students place high emphasis on service quality in a self-regulated smart learning environment.Hence, a sound system, relevant information, and service quality form the cornerstone of successful learning in a smart learning environment.A language learning program was proposed as an output to increase Chinese EFL learners' international communicative skills.