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American Journal of  
Society and Law ( AJSL)

Intercultural Communicative Competence in Teaching of  English as a Foreign
Language: Perspectives of  Filipino Teachers

Justine A. Dela Cruz1*, Juhannah S. Paican1, Norsamia R. Rajahmuda1, John Harry S. Caballo1

Volume 3 Issue 2, Year 2024
ISSN: 2835-3277 (Online)

DOI: https://doi.org/10.54536/ajsl.v3i2.3352
https://journals.e-palli.com/home/index.php/ajsl

Article Information ABSTRACT

Received: July 31, 2024

Accepted: August 29, 2024

Published: September 04, 2024

This qualitative study explored Filipino EFL teachers’ perspectives on Intercultural 
Communicative Competence (ICC) in their teaching practice. It employed a qualitative 
approach with six participants to investigate three key areas: teachers’ views on ICC, their 
use of  intercultural approaches in teaching, and the perceived contributions of  ICC to 
teaching English as a Foreign Language. The research found that teachers viewed ICC 
as essential for fostering effective cross-cultural communication and promoting cultural 
awareness. Participants reported implementing intercultural approaches through interactive 
cultural learning activities and the integration of  authentic materials. Key contributions of  
ICC included enhanced communication skills and cultural competence, promotion of  global 
awareness and citizenship, and better preparation for real-world interactions in a globalized 
context. The study argued for a shift from traditional methods towards an intercultural 
approach in EFL education, emphasizing the need for professional development

Keywords
Cultural Awareness, English 
as a Foreign Language, 
Intercultural Communicative 
Competence, Learners, Teaching

1 College of  Teacher Education, The University of  Mindanao, Philippines
* Corresponding author’s e-mail: j.delacruz.525294@umindanao.edu.ph

INTRODUCTION
The growing interconnectedness of  our world necessitates 
the development of  Intercultural Communicative 
Competence (ICC) for effective communication across 
cultures. Despite its acknowledged importance, a 
persistent gap exists between the theoretical models of  
ICC and its practical application in EFL classrooms. 
Byram (1997) identified this very discrepancy, highlighting 
the challenges educators face in integrating ICC principles 
into their teaching. Subsequent studies have further 
emphasized this point. Jantadej and Charubusp (2018) 
investigated how teachers employed English intercultural 
teaching at a low level, exposing the teacher’s cultural bias, 
lack of  positive attitudes, and behavior assessments.
Cheewasukthaworn & Suwanarak (2017) observed that 
while educators often acknowledge the value of  ICC, 
they may struggle to integrate cultural and intercultural 
dimensions into their teaching due to limited exposure to 
intercultural approaches in language education. Jumpakate 
and Hieu (2019) demonstrated that while teachers grasp 
the importance of  culture in EFL, they often lack the 
expertise to translate that understanding into practical 
strategies for developing ICC in their students.
The concept of  Intercultural Communicative 
Competence (ICC) has become increasingly significant 
in language education. Byram (2021) introduced ICC 
as a combination of  communicative competence and 
intercultural competence, providing a framework for 
developing intercultural speakers who can effectively use 
a foreign language in intercultural communication. ICC 
is defined as the “ability to interact with people from 
another social group in another language”. Learners with 
strong ICC can better comprehend and recognize both 

their own and others’ cultural perspectives, integrating 
these into their language use.
The relationship between language and culture is widely 
recognized in language education. Educators generally 
believe that language and culture cannot be separated 
from one another (Cansever & Mede, 2016; Kahraman, 
2016). However, the concept of  culture associated 
with second or foreign language learning has shifted. 
Rather than focusing solely on the cultures of  the target 
language, it now emphasizes broader concepts of  world 
cultures (Cuartas-Álvarez, 2020; Dooly & Vinagre, 2021). 
When teaching a foreign or second language, it is essential 
to include instruction on the cultures encompassing 
the language’s use in context (Toscu & Erten, 2020). 
This integration of  culture in language education has 
significantly impacted teaching and learning approaches 
(Tran & Seepho, 2016).
Despite the recognized importance of  cultural instruction, 
research has revealed varying perspectives and practices 
among teachers. Some studies suggest that teachers do 
not always prioritize cultural instruction as their main 
objective in language education (Kılıç, 2013). Bayyurt 
(2006) noted that teachers did not always feel obligated 
to teach culture, while Kahraman (2016) found that they 
spent less time teaching culture than previously thought. 
Atay et al. (2009) discovered that despite teachers’ 
awareness of  the value of  intercultural education, they 
frequently neglected its implementation. Moreover, 
despite the growing recognition of  the need for culturally 
aware teachers, many educators still feel unprepared to 
deal with students from varied cultural and linguistic 
backgrounds (Slot et al., 2019).
Estaji & Rahimi (2018) investigated EFL teachers’ 



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practices in teaching culture and their perceptions of  
ICC. They argued that instructors’ opinions on ICC are 
crucial in determining how to emphasize the importance 
of  teaching culture in the classroom. This suggests that 
current approaches employed by EFL teachers may be 
inadequate for fostering ICC. Teachers’ perspectives 
on culture often differ due to variations in their 
comprehension of  ICC (Banjongjit & Boonmoh, 2018).
Nonetheless, it is of  utmost significance for English 
teachers to encourage learners’ communicative and 
intercultural competence in EFL courses, as foreign 
language education today strongly emphasizes these skills 
(Cuartas-Álvarez, 2020; Toscu & Erten, 2020). Educators 
are the facilitators of  a language-learning environment 
that develops IC abilities, and their behavior and 
observations can offer numerous ideas on how to initiate 
intercultural communication and prepare students for 
language learning and teaching intercultural competence 
(Baker & Feng, 2020). According to Cuartas-Álvarez 
(2020) and Megawati (2020), EFL instructors with strong 
ICC can manage the disparities that arise in the classroom 
and react more skillfully to reduce cultural gaps.
Although there is an existing body of  literature 
about the challenges and importance of  Intercultural 
Communicative Competence, these studies primarily 
explored the ICC development and teaching practices 
among International and American educators. There 
is a dearth of  studies examining ICC teaching in the 
context of  Filipino EFL instruction. This study aimed 
to explore teachers’ perceptions and practices regarding 
Intercultural Communicative Competence in teaching 
English as a foreign language. It specifically aimed to 
answer the following questions: how teachers view 
intercultural communicative competence, how they 
use intercultural approaches in their teaching, and how 
intercultural communicative competence contributes to 
teaching English as a Foreign Language.
This study holds significant importance for both teachers 
and students in the realm of  teaching English as a foreign 
language. For teachers, it may provide critical insights 
into effective intercultural communicative competence 
(ICC) practices, enhancing their pedagogical strategies 
and fostering professional development to create more 
inclusive and engaging learning environments. For 
students, exposure to ICC-focused teaching enhances 
their cultural awareness, communication skills, and 
overall learning experience, better preparing them for 
global citizenship and increasing their motivation and 
engagement in learning English. Bridging cultural gaps 
in the classroom, this research may contribute to a more 
harmonious and productive educational experience, 
benefiting the entire learning community.

MATERIALS AND METHODS
Research Participants
The participants in this study were six (6) English as 

a Foreign Language (EFL) teachers. Dworkin (2012) 
reported that the adequate number of  research 
participants for qualitative studies ranges from 5 to 50. 
The researchers utilized purposive sampling to select 
appropriate respondents for the study. The inclusion 
criteria encompassed Filipino EFL educators who 
were knowledgeable about and had experienced the 
phenomenon under investigation (Creswell & Plano 
Clark, 2011), and who worked in the field of  teaching 
English as a foreign language. The participants were 
teaching in various countries, including China, Thailand, 
Singapore, Vietnam, Indonesia, and Brazil.

Research Instruments
The researchers developed an interview guide to ensure 
a semi-structured and comprehensive exploration of  
the key themes. This guide was crafted and validated 
to ensure its reliability and effectiveness in eliciting 
relevant information. The validation process included 
expert reviews to refine the questions and structure. 
The validated interview guide was then employed 
during in-depth interviews conducted via Google Meet 
to allow for a detailed and insightful conversation with 
the participants. Using this digital platform facilitated an 
efficient interview process, which enabled the researchers 
to gather rich, qualitative data while maintaining flexibility 
and convenience for the participants.

Research Design
This study employed a qualitative descriptive design to 
meet the aims and objectives of  the study. The researcher 
must select the most suitable design for achieving the 
aims of  the study. This means that qualitative researchers 
will look into the narratives of  teachers attempting to 
make sense of  or interpret phenomena in terms of  the 
meaning people bring to them (Denzin and Lincoln, 
2005).  Nassaji (2015) underscored that descriptive-
qualitative research employs rich data collection from 
diverse sources to obtain a deeper understanding of  
the research participants’ opinions, perspectives, and 
attitudes. Furthermore, Bradshaw et al. (2017) claimed 
that descriptive-qualitative design is appropriate in studies 
that require information from people who are directly 
experiencing the problem that is being investigated. Thus, 
utilizing descriptive-qualitative design is appropriate for 
the purpose of  this study, as the researchers were aiming 
to unravel the theoretical teaching in ICC.

RESULTS AND DISCUSSION
This section presents the results of  the study, providing 
a detailed analysis and interpretation of  the data 
collected. Specifically, the teachers’ view on intercultural 
communicative competence, their use of  intercultural 
approaches in teaching, and the contribution of  
intercultural communicative competence to teaching 
English as a foreign language.



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Table 1 presents data on teachers’ perspectives regarding 
Intercultural Communicative Competence (ICC). It 
explores their understanding of  the concept and its 
significance within language education. Two key themes 
emerge: ICC Fosters Effective Communication Across 
Cultures; and ICC promotes Awareness and Cultural 
Diversity. These themes offer valuable insights into 
teachers’ views on fostering ICC within their students.

ICC Fosters Effective Communication Across Cultures
Based on the in-depth interview, participants emphasized 
the role of  Intercultural Communicative Competence 
(ICC) in fostering effective communication across diverse 
cultural landscapes. ICC not only facilitates understanding 
between individuals from different cultural backgrounds 
but also enhances one’s ability to navigate complex 
multicultural environments. Participants highlighted that 
ICC in language teaching aims to help both ESL teachers 
and learners communicate effectively across cultures. 
They noted the importance of  imparting intercultural 
skills such as empathy, open-mindedness, and respect for 
diversity.
Participants defined ICC as the ability to communicate and 
interact appropriately with people from various cultural 
backgrounds, rooted in understanding and appreciating 
diverse cultural norms. Some participants pointed out 
that it aids students in comprehending language and 
cultural disparities, enabling effective communication 
with individuals from diverse backgrounds. Moreover, 
others highlighted the importance of  maintaining 
linguistic and cultural diversity, suggesting that it enriches 
the communication process. They emphasized that ICC 
allows individuals to preserve their cultural identity while 
improving their ability to communicate effectively across 
cultures.
‘’ICC in language teaching emphasizes effective 
communication with people from diverse cultural 
backgrounds for both ESL teachers and learners.’’ (MSE-01)
“In teaching approach, you prioritize imparting 
intercultural skills such as empathy, open-mindedness, 

and respect for diversity to help students effectively 
interact and communicate with individuals from diverse 
cultural backgrounds ‘’ (MMM-02)
“Intercultural communicative competence is defined 
by an individual’s ability to effectively and appropriately 
communicate and interact with people from diverse 
cultural backgrounds, rooted in understanding and 
appreciating diverse cultural norms.” (MII-05)
“Maintaining linguistic and cultural diversity is significant 
as it enhances the communication process, enabling 
individuals to preserve their cultural identity while 
improving their ability to communicate effectively.” 
(MGM-07)

ICC promotes Awareness and Cultural Diversity
The results of  the in-depth interviews revealed that 
participants view ICC as a catalyst for cultural awareness 
and appreciation of  diversity. Respondents emphasized 
that exposure to diverse activities, materials, and resources 
through ICC helps learners develop a deeper appreciation 
for language and culture. They believe this exposure not 
only enhances intercultural communicative competence 
but also cultivates empathy, inclusivity, and open-
mindedness, which leads to more genuine connections 
among people from different cultural backgrounds.
The participants characterized ICC as a bridge that 
fills cultural gaps, fostering appreciation of  differences, 
nurturing cultural awareness, and enhancing language 
learning, particularly for second language users. They 
noted that ICC promotes cultural sensitivity by helping 
learners recognize personal biases and assumptions. 
Additionally, some respondents viewed ICC as a 
catalyst for transformative personal growth, challenging 
assumptions and deepening understanding of  oneself  
and the world.
“Exposure to various activities, materials, and resources, 
learners can develop an appreciation for language and 
culture. This exposure not only helps build intercultural 
communicative competence but also fosters empathy, 
inclusivity, and open-mindedness, ultimately leading 

Table 1: Teachers’ View on Intercultural Communicative Competence
Emergent Themes Formulated Meanings
ICC Fosters Effect-
ive Communication 
Across Cultures

• ICC is essential for enabling effective cross-cultural communication in language teaching.
• Teaching approaches prioritize intercultural skills to enhance students’ interactions with 
diverse cultures.
• ICC involves the ability to communicate appropriately and effectively across cultural 
boundaries.
• ICC aids in understanding language and cultural differences to facilitate communication.
• Maintaining linguistic and cultural diversity enhances communication while preserving 
cultural identities.

ICC promotes 
Awareness and Cul-
tural Diversity

• Exposure to diverse materials and activities fosters appreciation for language and culture, 
leading to empathy and inclusivity.
• ICC bridges cultural gaps, fostering appreciation of  differences and enhancing language 
learning.
• ICC is crucial for developing cultural sensitivity and recognizing personal biases.
• Learning languages and developing ICC leads to personal growth and expanded worldviews.



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to genuine connections among people from different 
cultures.”  (MKK-03)
“ICC serves as a bridge to fill gaps, fostering appreciation 
of  cultural differences, cultivating cultural awareness, 
and enhancing language learning, particularly for second 
language users.” (MSE-01) and deepening understanding 
of  oneself  and the world. “(MCL-06)
‘’ICC in language teaching aids students in comprehending 
language and cultural disparities. Its goal is to enable 
effective communication with individuals from diverse 
backgrounds.” (MCL-04)
“Learning a language and developing ICC fosters 
transformative personal growth, expanding exposure to 
diverse cultures and languages, challenging assumptions, 
and deepening understanding of  oneself  and the world. 
“(MCL-06)

The results indicate a generally positive and comprehensive 
understanding of  Intercultural Communicative 
Competence (ICC) among the participants. They 
emphasize ICC’s role in fostering effective communication 
across cultures, promoting cultural awareness, and 
enhancing language learning. This aligns with some aspects 
of  the literature, particularly the recognition of  ICC’s 
importance noted by Cheewasukthaworn and Suwanarak 
(2017) and Jumpakate and Hieu (2019). However, the 
results seem to contrast with findings from studies like 
Kılıç (2013) and Bayyurt (2006), which suggested that 
teachers do not always prioritize cultural instruction. The 
results appear to have a more holistic view of  ICC, seeing 
it as integral to language teaching and personal growth, 
which differs from the varied understanding of  ICC 
noted by Banjongjit and Boonmoh (2018).

Table 2: Use of  Intercultural Approach in Teaching
Emergent Themes Statements
Application of  
Interactive Cultural 
Learning

• Teachers create opportunities for intercultural interactions and critical reflection on cul-
tural identities.
• Cultural storytelling is used to share and compare cultural values and perspectives.
• Various techniques are employed to promote cultural awareness and respect for inclusion.
• Interactive activities are used to foster understanding among students from different back-
grounds.

Integration of  
Authentic Cultural 
Materials

• Authentic materials from different cultures are used to introduce new perspectives and 
contexts.
• Activities like role-playing and group projects engage students with diverse cultural back-
grounds.
• Language exchange programs and multicultural literature are incorporated into the cur-
riculum.
• Online platforms are utilized to expand learning about specific cultural aspects.
• Real-life materials such as recordings, songs, videos, and photographs are used to expose 
learners to authentic situations.

Table 2 presents an analysis on how teachers use 
Intercultural Communicative Competence (ICC) in 
teaching. Two key themes emerge: (1) Application on 
Interactive Cultural Learning and (2) Integration of  
Authentic Cultural Materials. 

Application of  Interactive Cultural Learning
During the in-depth interview, the participants shared 
that they use ICC in creating engaging, hands-on 
opportunities for students to explore and interact with 
diverse cultures. They reported facilitating intercultural 
interactions through group work, collaborative projects, 
and cultural exchange programs. They emphasized 
encouraging critical reflection on cultural identities, 
biases, and assumptions. Cultural storytelling was used 
to help students share and compare stories from their 
backgrounds with the target language culture. Participants 
also mentioned incorporating techniques that promote 
cultural awareness, integrate diverse cultural backgrounds, 
and foster respect for cultural inclusion. Additionally, 
they also highlighted the importance of  discussions 
about cultural differences and providing opportunities 

for students to engage meaningfully with various cultural 
perspectives.
“Facilitating Intercultural Interactions: Teachers create 
opportunities for students to interact with peers from 
different cultural backgrounds. This could involve 
group work, collaborative projects, or cultural exchange 
programs that allow students to engage in meaningful 
intercultural dialogue and exchange ideas. Promoting 
Critical Reflection: Teachers encourage students to 
critically reflect on their own cultural identities, biases, 
and assumptions. This involves challenging stereotypes, 
examining cultural norms and values, and considering how 
their cultural background influences their perspectives 
and interactions with others. (MCL-06)
“Cultural storytelling activities will lead the student 
to share stories and anecdotes from their origin and 
compare them with the target language this will help them 
understand cultural values and perspectives. Another one 
is cultural days with specific activities students tend to 
showcase different tribes and history about the culture 
being presented through dance, story and even re-enact 
the beginning of  their culture.” (MKK-03)



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“Incorporate different techniques and strategies 
that promote cultural awareness, integrate cultural 
backgrounds or contents, and encourage respect for 
cultural inclusion among learners and teachers as well.” 
(MSE-01)
“Drawing from my experience, I use an intercultural 
approach in my teaching by incorporating diverse 
perspectives, cultural examples, and interactive activities 
to foster understanding and appreciation among students 
from different backgrounds,” (MII-05)
“Teaching in Vietnam in my prior 2 years I integrated the 
Intercultural approach to the actual surroundings of  my 
students learning about cultural aspects for some reason 
it can be the values of  intercultural approach.” (MGM-07)

Integration of  Authentic Cultural Materials
Another use of  ICC in teaching based on the responses 
of  the participants centers on the use of  genuine cultural 
resources to provide students with authentic exposure 
to diverse cultural contexts. Participants described 
using materials such as news stories, movies, literature, 
and other media from different cultures to introduce 
students to new viewpoints. They designed exercises 
around these authentic materials to promote cross-
cultural communication and understanding, including 
role-playing activities, conversations, and group projects. 
Some educators mentioned incorporating multicultural 
literature into their curriculum and using online platforms 
to expand students’ cultural learning opportunities. 
The use of  various authentic resources like recordings, 
songs, videos, photographs, and printed materials was 
emphasized as a way to expose learners to real-life cultural 
situations and contexts.
““I use intercultural perspectives in my English language 
instruction as an EFL instructor in Vietnam by introducing 
my students to new viewpoints and cultural contexts by 
using authentic materials from different civilizations, like 
news stories, movies, and literature. I also design exercises 
that promote communication and understanding across 
cultural boundaries. Through role-playing, conversations, 
and group projects, these activities help students engage 
with classmates from different cultural backgrounds.” 
(MGM-07)
“I integrate ICC into language teaching through activities 
such as discussing cultural differences, using authentic 

materials from diverse cultures, organizing language 
exchange programs, and incorporating multicultural 
literature into the curriculum.” (MCL-04)
“Employing authentic materials and intercultural activities, 
perhaps I can also utilize the online platform for them to 
expand their learning when it comes to a specific field of  
learning they want to understand.” (MGM-07)
“Materials and resources that are authentic which would 
expose learners to real-life situations may it be recordings, 
songs, videos, photographs, or printed materials with 
useful and relevant contents.” (MKK-03)
The results offer insights into how teachers implement 
Intercultural Communicative Competence (ICC) in their 
English language teaching, which can be compared with 
the broader literature on this topic. It indicates that 
teachers aim to foster effective communication across 
cultures by imparting intercultural skills such as empathy, 
open-mindedness, and respect for diversity. This aligns 
with the literature’s emphasis on the importance of  
integrating cultural and intercultural dimensions into 
language teaching (Cuartas-Álvarez, 2020; Toscu & Erten, 
2020). The results also state that teachers focus on helping 
students comprehend language and cultural disparities, 
enabling effective communication with individuals 
from diverse backgrounds. This practice aligns with the 
findings of  Cuartas-Álvarez (2020) and Megawati (2020) 
that EFL instructors with strong ICC can better manage 
classroom disparities and reduce cultural gaps.
However, while the result presented positive applications of  
ICC, it did not fully address the challenges in implementation 
highlighted in the broader literature. Several studies by 
Jantadej and Charubusp (2018), Cheewasukthaworn and 
Suwanarak (2017), and Jumpakate and Hieu (2019) all 
indicated that teachers often struggle to translate their 
understanding of  ICC into effective classroom strategies. 
This discrepancy suggests that while there are examples of  
ICC being applied in teaching, as reflected in the findings, 
there may still be significant challenges in its widespread, 
consistent practical application that were not fully captured. 
The emphasis on ICC as a tool for fostering cultural 
awareness and appreciation of  diversity in the classroom 
aligns with the literature’s recognition of  the inseparable 
nature of  language and culture in education, but it may not 
fully reflect the varied levels of  success in implementation 
(Atay et al., 2009; Slot et al. 2019).

Table 3: Contribution of  Intercultural Communicative Competence to Teaching English as a Foreign Language
Emergent Themes Statements
Enhancement of  
Communication 
Skills and Cultural 
Competence

• ICC helps students understand cultural differences, promoting effective communication 
with diverse English speakers.
• ICC integration enhances both language proficiency and cultural competence needed in a 
globalized society.
• ICC encourages mutual understanding and appreciation among students from different 
cultural backgrounds.
• ICC creates connections among learners while exploring various intercultural aspects.

Promotion of  Glob-
al Awareness and 
Citizenship

• ICC instruction develops global citizenship competencies and responsibility for global issues.
• ICC bridges cultural differences and promotes inclusivity in English language education.
• ICC helps students become more culturally aware, better communicators, and more open-minded.



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Table 3 presents the participants’ insights on the 
contributions of  Intercultural Communicative 
Competence (ICC) to teaching of  English as a Foreign 
Language. Their responses revealed three main themes: 
Enhancement of  Communication Skills and Cultural 
Competence, Promotion of  Global Awareness and 
Citizenship, and Preparation for Real-World Interactions 
and Global Competitiveness.

Enhancement of  Communication Skills and Cultural 
Competence
Participants in the study highlighted the benefits of  
incorporating Intercultural Communicative Competence 
(ICC) into teaching of  English as a Foreign Language 
(TOEFL). They reported that ICC integration enhances 
both language proficiency and cultural understanding. 
Students were observed to develop a deeper 
comprehension of  cultural differences, which in turn 
enabled more effective communication with English 
speakers from diverse backgrounds. The participants 
emphasized that integrating ICC into EFL teaching 
equips learners with the cultural competence needed to 
thrive in a globalized society. Moreover, those teaching 
in cross-cultural contexts noted that incorporating ICC 
provides students with valuable opportunities to learn 
about each other’s cultures, traditions, and viewpoints.
“ICC in teaching English helps students understand 
cultural differences, promoting effective communication 
with English speakers from diverse backgrounds.” (MCL-
04)
“Integrating ICC into the teaching of  EFL not only 
enhances language proficiency but also equips learners 
with the cultural competence needed to thrive in a 
globalized society.” (MII-05)
“Incorporating Intercultural Communicative Competence 
(ICC) into my lesson as a Filipino EFL teacher in 
Vietnam can enhance the learning process in many ways. 
I encourage mutual understanding and appreciation 
among my pupils by introducing ICC, which provides 
them with the chance to learn about each other’s cultures, 
traditions, and viewpoints. I can give Vietnamese pupils 
a more comprehensive understanding of  the English 
language in cultural contexts by including Filipino cultural 
components into my English courses as an EFL teacher.” 
(MGM-07)
“In today’s increasingly diverse English classrooms, it is 
an essential component. It creates a sense of  connection 
among learners while exploring various intercultural 
aspects. So, transmitting other people’s culture and 
traditions through the teaching of  English as a foreign 
language is highly beneficial.” (MKK-03)

Promotion of  Global Awareness and Citizenship
Based on the in-depth interviews, participants 
emphasized the role of  Intercultural Communicative 
Competence (ICC) in fostering a broader worldview 
and global citizenship among students. They shared 
that ICC instruction promotes the development of  
global citizenship competencies, inspiring students 
to explore global issues and cultivating a sense of  
responsibility for these challenges. They observed 
that this approach better prepares students to become 
engaged global citizens capable of  making meaningful 
contributions to a globalized society. Some highlighted 
that ICC, when combined with teaching English as an 
international language, enhances understanding by 
bridging cultural differences and promotes inclusivity in 
English language education. Furthermore, participants 
noted that emphasizing ICC in EFL instruction helps 
students become more culturally aware, enhances their 
communication skills, and cultivates a more open-minded 
and globally conscious perspective.
“ICC instruction promotes the development of  global 
citizenship competencies. As a Filipino teacher in 
Vietnam, it can inspire pupils to look into global issues, 
foster a sense of  responsibility for those challenges, 
and spark discussions about cultural diversity. With this 
method, students are better equipped to become engaged 
global citizens who make meaningful contributions to a 
globalized society.” (MMM-02)
“With English being an international language, it creates 
more understanding by bridging cultural differences. 
It also helps by giving awareness of  how to interact 
with people appropriately and effectively. It promotes 
inclusivity in English language education.” (MKK-03)
“When Emphasizing ICC in EFL instruction, the positive 
outcome is that it helps students become more culturally 
aware, better communicators, and more [open-minded/
globally aware].” (MKK-03)
Preparation for Real-World Interactions and Global 
Competitiveness
During the in-depth interviews, the participants shared 
insights into ICC’s crucial role in preparing students 
for practical, real-world communication scenarios. They 
emphasized that students who receive ICC education 
are better equipped to communicate effectively in a 
variety of  real-world contexts. Some educators described 
their approach to implementing ICC, which involved 
designing assignments and exercises that simulate real-
world cross-cultural interactions. These activities were 
aimed at helping students develop the necessary skills 
for effective communication with English speakers from 
diverse cultural backgrounds. Respondents highlighted 

Preparation for Re-
al-World Interactions 
and Global Compet-
itiveness

• ICC education prepares students for real-world cross-cultural interactions and communi-
cation.
• ICC promotes cultural awareness and effective communication in a globalized world.
• ICC develops intercultural speakers who can communicate appropriately beyond just 
grammar and structure.



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the importance of  ICC in today’s globalized world, 
noting that it promotes cultural awareness and effective 
communication. They stressed that language learning 
extends beyond mastering grammar or structure, 
emphasizing the development of  intercultural speakers 
who can communicate appropriately in diverse settings.
“Students who acquire an ICC education are better 
prepared to communicate in a range of  real-world 
contexts. Designing assignments and exercises that imitate 
real-world cross-cultural interactions, I assist students in 
gaining the skills necessary to communicate effectively and 
efficiently with English speakers from a variety of  cultural 
backgrounds, including Filipino culture.” (MSE-01)
“I think with this globalized world and through the 
teaching of  English, ICC promotes cultural awareness 
and effective communication because language is not 
just about using grammar or structure but being able to 
communicate appropriately by developing intercultural 
speakers.” (MKK-03)
There is a clear alignment between the participants’ 
insights and the theoretical understanding of  Intercultural 
Communicative Competence (ICC) in teaching of  
English as a Foreign Language (TOEFL). These 
findings echo Byram’s (2021) conceptualization of  ICC 
as a combination of  communicative and intercultural 
competence, enabling learners to effectively use a 
foreign language in intercultural communication. The 
participants’ observations on ICC’s role in developing 
cultural understanding and effective communication 
across diverse backgrounds align with the broader 
shift in language education towards emphasizing world 
cultures (Cuartas-Álvarez, 2020; Dooly & Vinagre, 2021). 
Furthermore, the study’s emphasis on ICC’s contribution 
to preparing students for real-world interactions and 
global citizenship resonates with the assertion of  (Baker 
& Feng, 2020) that educators are key facilitators in 
developing intercultural competence.

Implication for Educational Practices
The findings of  the study unveiled a transformative 
vision for EFL instruction, prioritizing Intercultural 
Communicative Competence (ICC) as a cornerstone 
for student empowerment in our globalized world. This 
approach marks a significant departure from traditional, 
textbook-driven methods. Imagine EFL classrooms 
transformed into vibrant spaces of  collaboration, 
where students from diverse backgrounds tackle real-
world scenarios while navigating the complexities of  
intercultural communication. Social media platforms, 
once viewed primarily for social interaction, could be 
repurposed as springboards for critical analysis, fostering 
the development of  critical thinking and cultural awareness 
as students explore the nuances of  communication across 
various cultural contexts.
To achieve this shift towards ICC, a two-pronged 
approach within educational practices is necessary. 
Firstly, pedagogy must transform to equip students with 
practical communication functions, moving beyond 

rote memorization and grammar drills. Educators can 
leverage authentic materials like social media to expose 
students to the intricacies of  real-world communication. 
Furthermore, empowering students to take ownership of  
their learning by encouraging them to explore cultural 
topics that resonate with their interests and backgrounds 
fosters deeper engagement.
Secondly, professional development becomes crucial 
to support this transformation. Educators themselves 
can benefit from opportunities designed to deepen 
their intercultural understanding. This equips them to 
seamlessly integrate ICC activities into the curriculum and 
effectively guide students in their exploration of  diverse 
cultures. Embracing these pedagogical and professional 
development strategies may help EFL classrooms evolve 
into dynamic spaces that empower students not just as 
language users but as effective communicators, culturally 
aware individuals, and responsible global citizens ready to 
thrive in our interconnected world.

CONCLUSION
This study revealed insights into the inherent limitations 
of  traditional textbook-centered methodologies within 
the realm of  EFL education. Through an in-depth 
exploration of  Intercultural Communicative Competence 
(ICC), researchers uncovered a pressing realization: 
conventional approaches often inadequately equip 
students for the complexities of  intercultural interaction 
in our increasingly globalized world. This revelation 
underscored the imperative for a fundamental shift in 
educational paradigms, one that elevates ICC as a central 
pillar for fostering genuine cross-cultural understanding 
and effective communication skills.
Throughout the study, researchers emerged with a 
deepened understanding of  the transformative potential 
of  ICC in EFL education. They recognized that by 
prioritizing ICC and fostering an intercultural approach 
within the classroom, educators play a pivotal role in 
empowering students to navigate the complexities of  
our interconnected world with empathy, respect, and 
cultural competence. Armed with this insight, researchers 
advocate for continued research, collaboration, and 
investment in professional development to ensure that 
EFL instruction remains not only linguistically enriching 
but also culturally transformative for generations to come.

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