Toward a human-AI collaboration framework for intercultural competence development: evidence from a mixed-methods study in Chinese EFL context

The integration of artificial intelligence (AI) into language education is reshaping pedagogical possibilities, yet its potential for fostering intercultural competence (IC) remains underexplored, particularly in the Chinese EFL context. This study investigates the efficacy of AI technologies in developing IC among 320 Chinese EFL undergraduates through a four-month pedagogical intervention combining Kimi chatbot and VR cultural simulations. With a sequential mixed-methods design, the study revealed significant pre-post gains across all IC dimensions, with particularly strong effects on cultural knowledge and communication skills, as well as notable gains in attitudinal openness and critical cultural awareness. Regression analysis identified AI-mediated activities (e.g., curated simulations, VR engagement) and structured human facilitation (e.g., instructor-guided reflections) as key predictors of these gains. Qualitative findings documented three enhancement mechanisms: cognitive-affective bridging (68% of learners), contextualized stereotype reduction (53% decrease), and metacognitive mirroring (89% adoption). The study reveals both the potential and limitations of AI-mediated IC development, with instances of cultural mistranslation highlighting the necessity of pedagogical oversight. These results contribute to EFL pedagogy by proposing a balanced human-AI collaboration framework that aligns technological capabilities with fundamental intercultural learning principles, particularly relevant to educational contexts navigating digital transformation while preserving local cultural-educational values.