An Investigation on Intercultural Communicative Competence through EFL Preand In-service Teachers’ Perspectives: A Systematic Review
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Teaching English in the 21st century essentially requires the successful engagement of learners in an intercultural environment, and this remains as challenges for many EFL teachers around the world. Numerous studies have shown that EFL teachers are not well prepared to incorporate cross-cultural instruction into their classrooms. In this regard, intercultural communicative competence (ICC) is a principal construct in EFL teaching and learning, and EFL teachers should understand and acknowledge it. This study shows findings from a systematic review of 14 empirical studies with regard to learning and teaching ICC in the EFL context. The research questions include: 1) Which framework of ICC was employed?; 2) In what contexts was ICC investigated?; 3) Who were the participants?; 4) Which methodology was used?; 5) What recommendations were suggested for future research on ICC? Answering these questions, the findings provide information about the ICC framework, contexts, participants, and methodological issues. In addition, this paper offers pre- and in-service teachers critical insights as well as suggestions for learning and teaching ICC in EFL teacher education. This systematic review would be valuable and resourceful in establishing and enhancing ICC-focused learning and teaching in English education.
Abstract
Teaching English in the 21st century essentially requires the successful engagement of learners in an intercultural environment, and this remains as challenges for many EFL teachers around the world. Numerous studies have shown that EFL teachers are not well prepared to incorporate cross-cultural instruction into their classrooms. In this regard, intercultural communicative competence (ICC) is a principal construct in EFL teaching and learning, and EFL teachers should understand and acknowledge it. This study shows findings from a systematic review of 14 empirical studies with regard to learning and teaching ICC in the EFL context. The research questions include: 1) Which framework of ICC was employed?; 2) In what contexts was ICC investigated?; 3) Who were the participants?; 4) Which methodology was used?; 5) What recommendations were suggested for future research on ICC? Answering these questions, the findings provide information about the ICC framework, contexts, participants, and methodological issues. In addition, this paper offers pre- and in-service teachers critical insights as well as suggestions for learning and teaching ICC in EFL teacher education. This systematic review would be valuable and resourceful in establishing and enhancing ICC-focused learning and teaching in English education.
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