1　Introduction

This section points out that foreign language disciplines bear the mission of cultivating international communication talents. Existing research has preliminarily explored the cultivation models for college students' ability to tell China's stories well, but emphasizes that international communication effectiveness depends on the construction of intersubjectivity, requiring communicators to consider audience perspectives and engage in meaning negotiation. It further proposes that dialogic feedback can promote shared understanding, and acquiring and utilizing such feedback helps facilitate the development of international communication competence.

2　Literature Review

This section reviews the theoretical foundations of college students' international communication competence, current cultivation practices, and the research background of intercultural peer feedback. Regarding conceptual definition, existing research mostly focuses on unidirectional output capabilities of communicators. This paper introduces the theory of communities of practice, emphasizing that international communication competence should be manifested as social practice where communicators construct intersubjectivity through continuous meaning negotiation and advance mutual engagement around mutual learning among civilizations. Regarding cultivation research, current practices have three limitations: focusing on oral and video narratives while neglecting second language writing, lacking dynamic interaction between communicators and international audiences, and failing to address sustained communication behaviors beyond course time limits. Addressing these limitations, this paper proposes dialogic intercultural peer feedback as a feasible approach, noting that this context can provide writers with sustained, explicit intercultural interaction fields, enabling them to learn anticipating and responding to cross-cultural readers' interpretations through negotiated meaning construction, ultimately enhancing international communication competence centered on mutual learning among civilizations.

3　Research Design

This section introduces two rounds of intercultural peer feedback activities conducted in an "Intermediate Writing" course for English majors at a university, with 23 Chinese and 20 American undergraduate participants respectively. The activity procedure included film viewing, writing film reviews, receiving feedback from Chinese peers, intercultural asynchronous written interaction, and revising final drafts. The study employed multi-source data collection, including reflective reports, semi-structured interviews, and website feedback content. Thematic analysis was used, with event segments as units, combining bottom-up and top-down coding analysis with core concepts from communities of practice theory, ultimately extracting two major themes of international communication competence (internal accumulation and external manifestation) and 17 codes.

4　Research Findings

This section presents the development process of Chinese college students' international communication competence from "internal accumulation" to "external manifestation" in intercultural peer feedback activities. In the internal accumulation stage (Week 1), 78.3% of feedback focused on writing quality evaluation, with both sides barely addressing sociocultural issues. However, discussions around film reviews enhanced Chinese students' communication confidence, and American students' affirmation of their language abilities made them "no longer nervous about communicating with foreigners." Meanwhile, both sides established basic interpersonal mutual trust, accumulating shared resources for subsequent exchanges. Entering the external manifestation stage (Week 2), interaction topics shifted to sociocultural issues, with 47.8% to 95.0% of Chinese students either actively responding to questions or proactively guiding topics, flexibly using ancient-modern comparisons, Chinese-foreign analogies, example sharing, and experience retelling to promote meaning negotiation and disseminate Chinese culture.

In active response practice, CS10 addressed AS2's feedback on American gender equality issues by elaborating on changes in Chinese women's status from ancient to modern times and from macro to micro perspectives, enhancing the other's interest in and understanding of Chinese history and culture. In proactive guidance practice, CS29 stimulated discussion through questioning, used the Chinese-foreign analogy of "Bei Piao" and "self-made man" to promote consensus, demonstrated the diversity of contemporary China, and promoted sustained mutual engagement, with accumulated shared resources feeding back into subsequent exchanges. In sustained relationship maintenance, three students including CS8 continued email correspondence with American peers after the course ended, using holiday travel as an opportunity to introduce Nanjing, connecting urban history and culture with family emotions, transforming cultural introduction into dialogue rich with personal perspectives and emotional color. Both sides then spontaneously incorporated sociocultural discussions with personal experiences and emotional experiences into meaning negotiation, preliminarily constructing a cultural exchange community beyond the classroom.

5　Discussion

From the perspective of communities of practice theory, this section explores the development mechanism of Chinese college students' international communication competence in intercultural peer feedback contexts. The study found that students' international communication competence underwent a gradual process from internal accumulation to external manifestation: initially participating passively due to uncertainty, then gradually building confidence and exercising agency, and finally actively constructing and maintaining communities of practice. The synergistic effect of dialogic intercultural peer feedback and communities of practice is key to this competence development—the former promotes continuous co-construction of meaning between both sides, while the latter provides the foundation for mutual engagement. The study also notes that feedback partners of similar age and educational background, with open attitudes and serious responses, are more conducive to participants obtaining authentic audience feedback and adjusting communication strategies. Based on this, universities can embed teaching elements such as online-offline integration, multi-round sustained interaction, and阶梯式 task design in writing, oral, and other courses, providing "learning by doing" practical pathways for international communication novices.

6　Conclusion

This section elaborates on the promoting effect of intercultural peer feedback activities on the development of Chinese college students' international communication competence, finding that participants' competence transformed from internal accumulation to external manifestation, enabling them to actively create communication opportunities and enhance intersubjectivity. The study enriches theoretical perspectives on international communication competence, reveals unique value in serving "telling China's stories well," while noting limitations of single activity samples, suggesting future expansion to diverse teaching contexts for validation.