Abstract

Abstract:  Intercultural communication skills are essential in today’s globalized world, particularly in English as a Foreign Language (EFL) classroom, where students must navigate diverse cultural contexts. This study investigates the strategies and methodologies employed by EFL teachers to enhance intercultural communicative competence (ICC) among their students. Utilizing a qualitative research approach, the study explores teachers’ perceptions, instructional practices, and the challenges they face in integrating intercultural components into language teaching. Data were collected through semi-structured interviews with experienced EFL educators across various educational settings. Findings indicate that while many teachers acknowledge the significance of ICC, there is variability in its implementation due to factors such as curricular constraints, lack of resources, and personal teaching philosophies. Additionally, the study highlights effective practices such as the use of authentic cultural materials, role-playing, and student-centered discussions. The discussion underscores the necessity for institutional support and professional development opportunities to enhance teachers’ ability to foster intercultural understanding. This research contributes to the ongoing dialogue on the role of intercultural communication in language education and provides recommendations for educators seeking to integrate these skills into their teaching practices.