Abstract
In locally situated English as a Foreign Language (EFL) context, opportunities for authentic intercultural communication are often limited, and intercultural competence is frequently assessed through self-report measures. Less attention has been paid to how learners experience cultural disruptions in real-life interaction and how such experiences may trigger transformative learning processes. Drawing on Transformative Learning Theory, this qualitative study investigates “cultural collisions” experienced by Vietnamese EFL students during authentic intercultural communication and examines how these encounters reshape their meaning perspectives as English communicators. Data were collected through semi-structured interviews with nine third-year English-major students who participated in an experiential EFL module involving field interviews with foreign tourists. Thematic analysis revealed that intercultural encounters generated cultural disorienting dilemmas characterized by mismatches in communication styles, politeness norms, and interactional expectations. These disruptions elicited emotional responses such as shock, anxiety, and self-doubt, prompting critical reflection. Over time, participants reported shifts toward greater cultural relativity, increased communicative confidence, and a repositioning of themselves from evaluated learners to legitimate English communicators. While this study focuses on face-to-face encounters, contemporary EFL learners are increasingly exposed to foreign cultures through digital platforms such as social media, online videos, and language exchange applications, which may shape learners’ expectations prior to real-life interaction. The findings extend the application of Transformative Learning Theory to a locally situated EFL context and highlight the pedagogical value of integrating authentic intercultural communication and structured reflection into EFL curricula, while suggesting future research on digitally mediated intercultural learning.