Résumé:
The study focuses on developing students' intercultural awareness by integrating artificial intelligence chatbots and human intelligence theory (MI). It aims to investigate how students manipulate their intelligence to improve their intercultural skills. Additionally, it also emphasizes the role of AI chatbots in the intercultural communication competence (ICC) learning process and the possible ways to use these tools effectively. The study adopts a mixed method approach; the research contains a triangulation encompassing; the student's questionnaire, the teacher interview, and classroom observation. After the
data collection process, the study reveals that students have enhanced ICC knowledge but lack communicative experiences. They also can adapt their intelligence according to session requirements.
Based on the findings, AI chatbots complement human intelligence in ICC learning, but they can never replace it. The research suggests a blended learning approach combining multiple intelligences theory and AI chatbots to enhance students' ICC, with a focus on emphasizing multiple intelligence theory in the classroom and using AI chatbots as assistants. The study's implications extend, not only, to the language learning educational system, but also concern domains such as psychology, sociology, cultural studies, and computer science. It could potentially inspire programmers to develop AI chatbots that
closely simulate human language and consider intercultural communication competence.
