Exploring EFL Teachers’ Beliefs, Attitudes, and Classroom Practices in the Integration of Intercultural Communicative Competence
DOI:
https://doi.org/10.33394/jollt.v14i4.18615Keywords:
Intercultural communicative competence, EFL teachers’ beliefs, Classroom practice, Language teaching, Cultural teachingAbstract
Intercultural Communicative Competence (ICC) has been widely acknowledged as an essential component of English language teaching; however, limited studies have examined how EFL teachers’ beliefs and attitudes shape its practical integration in Indonesian senior high school classrooms. This study addresses this gap by exploring teachers’ beliefs, attitudes, and classroom practices in fostering ICC. A qualitative case study was conducted in a senior high school in Lima Puluh Kota Regency involving three English teachers selected through purposive sampling. Data were collected through semi-structured interviews, non-participant classroom observations, and syllabus document analysis, and analyzed using Braun and Clarke’s thematic analysis framework. The findings revealed three major themes: (1) teachers’ strong belief in the inseparable relationship between language and culture, (2) the use of a comparative cultural approach emphasizing everyday cultural practices, and (3) the implicit rather than systematic integration of ICC in teaching practices and syllabi. While teachers demonstrated positive attitudes and incorporated cultural elements through authentic materials and contextualized expressions, implementation relied largely on individual initiative rather than explicit curricular guidance. These findings underscore the need for structured ICC-focused teacher training and clearer curriculum frameworks. However, the study is limited to a small sample in one school context. Future research involving broader contexts is recommended.
References
Abidin, M. Z., Faresta, R. A., Malisa, M., Narayana, I. G. P. P., Fitriani, L. U., Andika, J. D., & Waly, M. M. (2024). Conceptualizing and integrating intercultural communicative competence in the English Language Teaching. Diksi, 32(1), 33–46. https://doi.org/10.21831/diksi.v31i2
Achieng, S. A. (2023). Intercultural competence in foreign language teaching and learning: Strategies and challenges. Language, Individual & Society, 17, 2023. www.scientific-publications.net
Ariawan, D. A., Nurkamto, J., & Sumardi, S. (2022). Critical discourse analysis of cultural representations in EFL national commercial textbooks. Studies in English Language and Education, 9(3), 1112-1127. https://doi.org/10.24815/siele.v9i3.24579
Bahri, K., & Agustina, N. (2023). Cultural content and intercultural communicative competence in Indonesian EFL textbooks. TELL-US JOURNAL, 9(3), 746–759. https://doi.org/10.22202/tus.2023.v9i3.7321
Batunan, D., Kweldju, S., & Wulyani, A. N. (2023). Portraying Indonesian EFL teachers’ perceptions and teaching practices on intercultural communicative competence. Advances in Social Science, Education and Humanities Research, 56–65. https://doi.org/10.2991/978-2-38476-038-1_7
Cancino, M. (2023). EFL Teachers’ Perceptions Towards Multicultural Classrooms: The Role of Intercultural Sensitivity in Developing Intercultural Communicative Competence. REFLections, 30(3). https://doi.org/10.61508/refl.v30i3.267833
Chaerunnisa, A. (2025). Intercultural competence and language mastery: Indonesian EFL teachers’ beliefs and practices in an International Baccalaureate framework. IJEE (Indonesian Journal of English Education), 12(1), 2025. https://doi.org/10.15408/ijee.v12i1.42126
Clarke, V., & Braun, V. (2017). Thematic analysis. In Journal of Positive Psychology (Vol. 12, Issue 3, pp. 297–298). Routledge. https://doi.org/10.1080/17439760.2016.1262613
Cong-Lem, N. (2025). Intercultural Communication in Second/Foreign Language Education Over 67 Years: A Bibliometric Review. Journal of Intercultural Communication Research, 54(1–2), 1–21. https://doi.org/10.1080/17475759.2025.2456265
Creswell, J. W. (2013). Qualitative Inquiry & Research Design (3rd ed.). Sage Publications.
Creswell & Poth. (2018). Qualitative Inquiry & Research Design Fourth Edition (4th ed.). Sage Publication.
Etri, W. (2022). Intercultural sensitivity and its effects on ELT curricula – Teacher insights. Higher Education Evaluation and Development, 16(1), 32–46. https://doi.org/10.1108/heed-03-2021-0027
Fukuda, M., Fukaya, T., & Kusumi, T. (2024). Differences and Relationships Between Teachers’ Pedagogical Beliefs and Teaching Strategies Used at Different School Levels in Japan. SAGE Open, 14(3). https://doi.org/10.1177/21582440241281852
Hanifa, R., Yusuf, F. N., Yusra, S. R., & Suherdi, D. (2024). Adapting EFL materials and its influences on Indonesia secondary school students’ language learning. Asian-Pacific Journal of Second and Foreign Language Education, 9(1). https://doi.org/10.1186/s40862-024-00297-7
Hapsari, Y., Sari, R., & Lengkanawati, N. (2022,). Indonesian EFL teachers’ intercultural communicative competence. Proceedings of the 1st International Conference on Language, Literature, Education and Culture. https://doi.org/10.4108/eai.9-10-2021.2319693
Hicham, K., AlQbailat, N. M., Ismail, I. A., Qpilat, N. M., Al-Khawaldeh, N. N., Al-Shboul, O. K., & Masrar, F. Z. (2025). Interculturalizing ELT: Culture-based classes to enhance language skills and intercultural communicative competence dimensions. In Ampersand (Vol. 14). Elsevier Ltd. https://doi.org/10.1016/j.amper.2025.100221
Kantamas, K., Num Hsai, M. N., & Phaung Kham, M. N. (2024). The challenges of intercultural communication competence and the use of English as Lingua Franca. Journal of English Language and Linguistics, 5(3), 314–331. https://doi.org/10.62819/jel.2024.589
Laksono, K., Rohimah, N. K., & Fauziati, E. (2024). Exploring Challenges of Indonesian EFL Teachers in Implementing Differentiated Instruction in ELT Classroom. PANYONARA: Journal of English Education, 6(2), 1–14. https://doi.org/10.19105/panyonara.v6i2.14661
Lee, T. Y., Ho, Y. C., & Chen, C. H. (2023). Integrating intercultural communicative competence into an online EFL classroom: an empirical study of a secondary school in Thailand. Asian-Pacific Journal of Second and Foreign Language Education, 8(1). https://doi.org/10.1186/s40862-022-00174-1
Lestariyana, R. P. D., Qonnita, T. R., & Suryati, N. (2025). Revisiting cultural representation in international English language textbooks: Indonesian teachers’ perspectives. Qualitative Research Journal, 1-19. https://doi.org/10.1108/QRJ-05-2025-0170
Lhamo, S., & Wangchuk, T. (2023). Documentary study of the integration of intercultural communicative competence in Bhutan’s English curriculum. TRANS-KATA: Journal of Language, Literature, Culture and Education, 4(1), 67–77. https://doi.org/10.54923/jllce.v4i1.61
Li, G., & Ma, Y. (2025). Exploring the influencing factors of teacher beliefs and their impact on teacher behaviors. BMC Psychology, 13(1), 993. https://doi.org/10.1186/s40359-025-03095-z
Ma, Y. (2025). Integrating Intercultural Communicative Competence in College EFL Teaching in China: Roles and Challenges for Teacher. Proceeding of the 2nd International Conference on Global Politics and Socio-Humanities. https://doi.org/10.54254/2753-7048/83/2024.20757
Merriam, & Tisdell. (2016). Qualitative Research: A Guide to Design and Implementation (4th ed.). Jossey-Bass.
Mitrulescu, C. M., & Negoescu, A. G. (2024). The Role of authentic materials in EFL education: Maximizing student engagement and language acquisition. International Conference KNOWLEDGE-BASED ORGANIZATION, 30(2), 160–165. https://doi.org/10.2478/kbo-2024-0069
Mohamad, R., & Nurkamto, J. (2025). From awareness to practice: Indonesian pre-service English teachers’ perceptions and implementation of intercultural communicative competence. Voices of English Language Education Society, 9(1), 109–121. https://doi.org/10.29408/veles.v9i1.29225
Mootoosamy, K., & Aryadoust, V. (2024). Transitioning from communicative competence to multimodal and intercultural competencies: A systematic review. Societies, 14(7), 115. https://doi.org/10.3390/soc14070115
Munandar, M. I., & Newton, J. (2021). Indonesian EFL teachers’ pedagogic beliefs and classroom practices regarding culture and interculturality. Language and Intercultural Communication, 21(2), 158–173. https://doi.org/10.1080/14708477.2020.1867155
Munezane, Y. (2021). A new model of intercultural communicative competence: bridging language classrooms and intercultural communicative contexts. Studies in Higher Education, 46(8), 1664–1681. https://doi.org/10.1080/03075079.2019.1698537
Muzaki, F. I. (2023). Challenges and Strategies in developing sociolinguistic competence for Indonesian elementary school students. Journal of Language and Linguistics in Society, 33, 11–20. https://doi.org/10.55529/jlls.33.11.20
Nabung, A. (2024). Challenges and strategies in addressing cultural stereotypes and bias in Indonesian tertiary ELT/EFL classrooms. Journal of Natural Language and Linguistics, 2(1), 18–29. https://doi.org/10.54536/jnll.v2i1.2775
Phoenix, M., Nguyen, T., Gentles, S. J., Vanderkaay, S., Cross, A., & Nguyen, L. (2018). Using qualitative research perspectives to inform patient engagement in research. In Research Involvement and Engagement (Vol. 4, Issue 1). BioMed Central Ltd. https://doi.org/10.1186/s40900-018-0107-1
Rohmani, L. A., & Andriyanti, E. (2022). Culture teaching in EFL classes: Teachers’ beliefs, attitudes, and classroom practices. Studies in English Language and Education, 9(1), 237–257. https://doi.org/10.24815/siele.v9i1.21834
Sihombing, T. H., & Nguyen, M. X. N. C. (2025). Cultural content of an English textbook in Indonesia: text analysis and teachers’ attitudes. Asian Englishes, 27(1), 227-249. https://doi.org/10.1080/13488678.2022.2132131
Stebbins. (2021). Exploratory Research in The Social Sciences. Sage Publications. https://doi.org/https://dx.doi.org/10.4135/9781412984249
Sun, C., Wei, L., & Young, R. F. (2022). Measuring teacher cognition: Comparing Chinese EFL teachers’ implicit and explicit attitudes toward English language teaching methods. Language Teaching Research, 26(3), 382-410. https://doi.org/10.1177/1362168820903010
Tsatzali, K., Beazidou, E., Stavropoulou, G., Botsoglou, K., & Andreou, G. (2025). The development and validation of the intercultural communicative competence evaluation instrument (ICCEI). Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2464374
Yusri, M., & Andriyanti, E. (2025). Investigating intercultural competence in EFL teaching: Teacher perception and action used to promote intercultural competence. Journal of Foreign Language Teaching and Learning, 10(1), 104–125. https://doi.org/10.18196/ftl.v10i1.25325
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2026 Muthiah Afifah, Sari Hidayati , Nunik Sugesti
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and publishing agreement.
Copyright
Authors who publish with JOLLT Journal of Languages and Language Teaching agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Licensing for Data Publication
-
Open Data Commons Attribution License, http://www.opendatacommons.org/licenses/by/1.0/ (default)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
