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Introduction This qualitative pilot study investigates how Chinese university students learning Japanese begin to negotiate intercultural adaptation and develop intercultural communicative competence within a culturally proximal educational context. Methods Data were generated through semi-structured interviews, classroom observations, and reflective documents from three Japanese-major undergraduates at a public university in Guangdong Province. The study employed inductive thematic analysis to examine early processes of intercultural learning. Results Three interconnected themes emerged: motivational negotiation involving both cultural curiosity and pragmatic aspirations; emerging intercultural awareness expressed through sensitivity to communicative norms; and the mediating influence of pedagogical practices on opportunities for intercultural engagement. Discussion The findings suggest that intercultural development in this context is characterised by subtle, recursive processes of reflection and renegotiation, challenging linear models derived from Western-centric contexts. Methodologically, the pilot confirmed the coherence and utility of the multi-method qualitative design while informing refinements for the main study. The study offers preliminary insights into how intercultural competence begins to take shape and provides a foundation for subsequent larger-scale investigation in East Asian higher education contexts.
Miao et al. (Mon,) studied this question.