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Abstract Abstract: Development of intercultural competence has been one of the focal points for the current college English curriculum reform. In order to promote effective teaching of intercultural competence, and to provide empirical evidence for the college English curriculum reform, this study uses data collected in curriculum evaluation of English courses for non-language majors, combines surveys and interviews, and explores critical factors in English curriculum that influence intercultural competence. Results show that class engagement, autonomous learning, and teaching methods have significant impacts on the overall level of intercultural competence and its specific dimensions, while the impacts of English language skills and satisfaction rate on intercultural competence are not statistically significant. Additionally, students with different backgrounds and campus environments are significantly different in intercultural competence. The findings of this study on the relationships between curriculum factors and intercultural competence have practical implications for systematic development of intercultural competence in foreign language teaching and improvement of intercultural teaching.
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