International Journal of Education

In the context of globalization, intercultural communication competence has become an essential component of the core competencies for vocational college students. Guided by theories of intercultural communication, multimodal discourse analysis, constructivist learning, and the digital literacy framework, this study explores the application value and implementation strategies of English Vlogs as an innovative teaching tool to enhance the intercultural communication skills of vocational students. Through action research, an empirical teaching experiment was conducted at a vocational college, incorporating multiple data sources such as analysis of students Vlog works, pre- and post-testing with the Intercultural Sensitivity Scale (ISS), learner reflection journals, and teacher observations. The findings indicate that the English Vlog project significantly improves students language application skills, cultural sensitivity, multimodal expression abilities, and self-directed learning awareness. The study also examines challenges encountered during implementation, including technical equipment limitations, teacher competency issues, and platform selection difficulties, proposing targeted solutions. This research provides an innovative perspective and practical model for foreign language teaching reform in vocational education, highlighting the critical role of technology-enhanced contextual and experiential learning in cultivating the intercultural competence of applied talents.

English Vlog; Intercultural communication competence; Vocational education; Multimodal teaching; Action research