This study explores the relationship between language competence and intercultural communicative competence (ICC) among English as a Foreign Language (EFL) learners through a mixed-methods approach. A sample of 196 Chinese EFL learners was divided into three proficiency groups (low, intermediate, and high), with data collected through Likert-scale questionnaires and semi-structured interviews involving 16 participants. Quantitative analysis revealed that higher language proficiency is linked to improved overall ICC scores and its specific dimensions. The Kruskal-Wallis H test confirmed significant differences in overall ICC, attitude, and skill across proficiency levels, with attitude showing the strongest effect. Spearman's correlation analysis demonstrated small but significant positive correlations between English proficiency and overall ICC, attitude, and skill. Qualitative findings further enriched the quantitative results, emphasizing the foundational and catalytic role of language competence in enhancing ICC and its dimensions. However, participants acknowledged that language competence alone is insufficient for fully successful intercultural interactions. This study expands Byram’s model by offering detailed insights into the intricate relationship between language competence and various ICC dimensions. The study recommends that to fully cultivate ICC, it is essential to integrate the development of language competence into instructional practices.

This study delved into Terry Borton’s reflective model and 7E instructional model to produce comprehensive and guided tools that fit as observation and reflective tools for enhancing learners’ engagement and outcomes in Mathematics lessons. The aim was to gather insights that can inform strategies to adapt Borton’s model to produce tools to be used to observe and analyse 7E model-based Mathematics lessons to contribute to improved student outcomes. Literature information was used to explore, analyse, and synthesise the study’s related existing theories and models to provide a deeper understanding of constraints and prompt question descriptors to produce 21st-century tools to observe and reflect on a Mathematics lesson. After comparing different prompt question descriptors from different literature and Borton’s model, concise descriptors were retained for educational purposes to be analysed, considering the 7E model phases, to produce the guided tools. As a result, two products. “Classroom Observation-Guided Tool”, which includes a guided tool table with a last column for the observer to write comments during class. This column is used to identify gaps in student engagement and learning practices across the 7E phases, which may have been misused. The “Post-Lesson Discussion Guided Tool”, to make a positive post-lesson discussion session, enabling teachers to identify areas for improvement in student engagement to achieve better outcomes next time. Other researchers can study the applicability of 21st-century observation and reflection-guided tools to other subjects, exploring their long-term impact on teacher professional development to improve overall student achievement across all school subjects.