Abstract

This study proposes and evaluates an AI-enhanced, corpus-driven pedagogical framework designed to foster intercultural communicative competence (ICC) among vocational college students. The model, termed AI-Mediated Reflective Intercultural Learning (AMRIL), integrates intercultural competence theory, data-driven learning, and AI-assisted feedback. Forty-two non-English majors participated in a small-scale feasibility implementation, which involved AI-supported noticing, reflection, and reconstruction tasks. Results indicate that students became more culturally aware, improved their pragmatic appropriateness in writing, and expressed higher satisfaction with AI-mediated feedback. Learners demonstrated clearer understanding of tone, politeness strategies, and intercultural conventions. The study concludes that the AMRIL framework provides a viable and theoretically grounded approach for applying AI to intercultural pedagogy in vocational education.

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