In this internationalised world, graduate employability in terms of intercultural communication skills needs to be taken into account in higher education. The present study aims to explore the effects of critical incident task instruction on English non-majored undergraduates' intercultural competence. One group of students received ten weeks of instruction with one critical incident task per week and another group received standard English classes. Data were collected from the students' pre-and post-test. The results showed a significant and strong effect of the intervention with critical incident tasks. Implications for educational practice are presented for further teaching with critical incident tasks.

In this globalized and internationalized world, intercultural communication at workplaces is a topic often examined. This study aimed to shed light on the cultural differences in work-related values between Western and Vietnamese employers in Vietnam. In total, 94 Western and Vietnamese companies in two areas in the South of Vietnam participated. Questionnaires were completed by 763 Vietnamese employees, 43 Vietnamese employers/managers and 33 Western employers/managers. The findings from the questionnaire data indicate that there are substantial differences in work-related attitudes between Western employers and Vietnamese employees that are related to both cultural differences and position in a company. Sense of time and face-concern are the two prominent differences between Western and Vietnamese professionals. Implications are discussed for further training of Vietnamese prospective graduates so that they can work effectively with Western employers/managers in the future.

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<p><span lang="EN-US">These days, ICT (Information Communication Technology) tools have been increasingly applied in an EFL (English as a foreign language) class. In a class with students of mixed-ability level, the use of additional materials like ICT tools would be useful to boost students’ motivation. This study aimed to examine the effect of You Tube video clips of different themes on students’ listening ability in an EMI (English as Medium of Instruction) class. The treatment was 7 You Tube video clips of different themes added to the course instruction. A pretest-posttest one group design was conducted and students’ evaluation questionnaires were delivered to 31 students. The results showed that students had significant improvement in the post-test results and they also had positive attitude towards the use of You Tube video clips. Additionally, the students seemed to enjoy the clips of novel and humorous topics and they suggested more applications of video clips in the classroom for the next course. Implications were provided for further practices with video clip instruction in the future</span></p>