The Role of Intercultural Communicative Competence in Willingness to Communicate Among Pre-service English Language Teachers
DOI:
https://doi.org/10.5281/zenodo.18075114Keywords:
intercultural communicative competence (ICC), multicultural education, pre-service EFL teachers, willingness to communicate (WTC)Abstract
Intercultural Communicative Competence (ICC) refers to the ability to communicate effectively and appropriately in intercultural contexts by understanding cultural differences, demonstrating empathy, and adapting to diverse communication styles, while Willingness to Communicate (WTC) is defined as an individual's readiness to engage in communication when given the opportunity. Both concepts are critical for pre-service English as a Foreign Language (EFL) teachers in increasingly multicultural classrooms. Despite the importance of these constructs, limited research has explored the direct relationship between ICC and WTC, particularly within the EFL context. This study addresses this gap by investigating how ICC influences WTC among 164 pre-service EFL teachers at a state university in Türkiye employing Arasaratnam's (2010) Integrated Model of ICC and the International Posture Scale (Mystkowska-Wiertelak & Pawlak, 2016), along with 10 open-ended interview questions. The quantitative findings suggest that ICC significantly influenced WTC, explaining 60% of its variance. Both the affective and cognitive dimensions of ICC were key predictors of WTC. Qualitative insights from interviews illustrate how intercultural experiences enhance adaptability and communication readiness. Accordingly, teachers who possess strong ICC and WTC are better equipped to foster inclusive, communicative classrooms where students from diverse linguistic backgrounds feel empowered to use their languages. Moreover, the research demonstrates that those with higher levels of ICC are more likely to participate in conversations, thus promoting more fluid communication in multilingual settings. This study emphasizes the need for curriculum reforms and professional development to foster ICC, promoting inclusive communication in diverse educational contexts.
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