The present research outlines a definition of Intercultural Communicative Competence (ICC) in the context of College English teaching in Mainland China, provides a survey of the history of ICC in English curricula for different levels of education in Mainland China, and addresses proposals for an elective Audio-visual College English course for more productive College English teaching in Mainland China. More importantly, the present research develops a way of assessing twenty Chinese college students' development of ICC in an elective Audio-visual College English course by analyzing their Mandarin Chinese reflective journal entries in a mixed methods approach which combines a quantitative Regex analysis and a quantitative Keyword List analysis with AntConc 3.4.4., as well as a qualitative content analysis with reference to two Chinese scholars, Zhang & Yang's (2012) model of lCC. The AntConc Regex analysis is to compose the Regex search terms for the twenty- one ICC concepts in Zhang & Yang's (2012) model of ICC and search for them in four batches of students' reflective journal entries respectively. The AntConc Keyword List analysis is to compare each batch of students' reflective journals entries (the observed corpus) with all the reflective journal entries (the reference corpus) to identify the top-ranked sixty-three words in both the Positive Keyword Lists and the Negative Keyword Lists, based on which the words that are related to Zhang & Yang's (2012) model of ICC are sifted out for later comparison and contrast. Qualitative content analysis is used to group and analyze evidence of the three categories and the thirteen subcategories in Zhang & Yang's (2012) model of ICC of five students' reflective journal entries. The findings of the AntConc Regex search show that the coverage and the range of coverage of the twenty-one ICC concepts increased gradually as the course progressed. As revealed by the AntConc Keyword List analysis, the words relating to Zhang & Yang's (2012) model of ICC moved gradually from the Negative Keyword Lists to the Positive Keyword Lists. The qualitative content analysis shows that compared with their first reflective journal entries, most of the students discussed new categories and subcategories in their second, third and fourth reflective journal entries. It is assumed that if the students spontaneously used more vocabulary related to Zhang & Yang's (2012) model of ICC, more aspects of their ICC were triggered. The findings of both the quantitative and the qualitative analyses indicate that students' ICC developed to different degrees during the course. Implications of the present research include that the trial elective Audio-visual College English course may be applied on a larger scale in future studies. Limitations of the present research include that the present research is a small-scale investigation with limited data, more tools can be applied to triangulate the data to provide a more comprehensive picture; more activities can be involved in the course; and the teaching procedure of the elective Audio-visual College English course can be better developed in future studies. Key words: college English in Mainland China, Intercultural Communicative Competence, English curricula, a corpus approach to assessing ICC, quantitative AntConc Regex analysis, quantitative AntConc Keyword List analysis, qualitative content analysis