The Assessment of Intercultural Competence in Iranian EFL and Non-EFL Leaners: Knowledge, skill, awareness, and attitude

Abstract

The globalized era together with demographic, geographical, and structural changes to English has reshaped the landscape of English language teaching (ELT) and emphasized the importance of preparing language learners for intercultural communication. It is becoming increasingly difficult to ignore the relations of language and culture. The aim of the present study was to assess intercultural factors in learning and education on Iranian EFL and Non-EFL learners in terms of their attitude, knowledge, awareness, and skill. A quantitative research method was applied with 400 high school students who were 215 EFL Learners and 185 Non-EFL Learners which included both genders in the Summer term in 2019. The convenience sampling method was used. A questionnaire (by Fantini, , Brattleboro, Vermont, USA; revised, 2013) was run. It was valid because it was a standardized questionnaire and its reliability was checked via Cronbach’s alpha (p < 0.000). The result of data analysis proved that taking EFL classes in institutions could be effective and based on the findings, it can be concluded that at least in the Iranian context participating in English classes in language institutions has a positive effect on their intercultural competence. The study showed the differences in intercultural competence in which EFL learners were more competent than non-EFL learners. Regarding pedagogical implications, the findings of this study can shed light on the book designer and teachers in schools.

Keywords

• attitude
• awareness
• intercultural competence
• knowledge
• skill