Assessing Iraqi Post-graduate EFL Learners' Intercultural Communicative Competence
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Abstract
The current research attempts to investigate Iraqi post-graduate EFL learners’ intercultural communicative competence (ICC). Four questions are asked in correspondence with Byram’s (1997) four basic factors of (ICC); namely, knowledge, attitudes, skills, and awareness. To answer these questions, a self-reported questionnaire is conducted. The questionnaire is part of Fantini’s (2012) model for assessing ICC. It consists of 40 items;10 for each component. The responses are scored according to a numerical scale from 1-5;1 is not at all, 5 is extremely high. The scores are statistically treated using the T-test for one sample formula. The participants are 34 MA EFL learners in the Department of English, College of Education for Humanities, University of Mosul. The responses for each part and the total scores are statistically treated to test whether the differences between the mean scores of the students and the hypothetical test value are significant or not. The results reveal insignificant differences for each part as well as the total scores of the questionnaire. The insignificance indicates a deficiency in each component in addition to a general intercultural communicative incompetency.
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