Effects of Learner Variables on Chinese Bilingual Undergraduates’ Intercultural Sensitivity and Effectiveness

This study investigated the effects of learner variables on Chinese bilingual undergraduates’ intercultural sensitivity and effectiveness. A total 439 students from different universities answered a battery questionnaires. Major findings were: (a) participants reported moderate to high level effectiveness; (b) no significant gender difference occurred in effectiveness, except for Interaction Engagement Respect Cultural Differences; (c) effectiveness were significantly positively related predicted each other; (d) confidence learning English, self-efficacy English classroom anxiety students’ sensitivity; (e) anxiety, motivation, Based these findings, path model was constructed which explains relations among affect, communication sensitivity, competence.