Kurdish EFL Teachers' and Learners' Perceptions of Intercultural Communicative Competence

Abstract

This study investigates Kurdish EFL teachers' and learners' perceptions of Intercultural Communicative Competence (ICC) within the Kurdistan Region of Iraq. Using a mixed-methods approach, data were collected from 120 English educators and 100 university students through questionnaires and follow-up interviews with 16 teachers. The findings reveal that while both groups recognize the importance of ICC, significant gaps exist between theoretical understanding and practical implementation. Gender differences and varying levels of engagement with intercultural competence were identified, suggesting the need for enhanced teacher training and curriculum reform to better integrate ICC into EFL instruction in the Kurdish context.