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This study investigated the perceptions and practices of Foreign Language (EFL) instructors within English language classes related to intercultural communicative competence (ICC). The research was conducted using a mixed-methods approach and encompassed a study population of 129 EFL instructors working in both state and private universities across Turkey. The data were gathered meticulously through a questionnaire and a semi-structured interview. The data analysis from both the questionnaire and the interview indicated that Turkish EFL instructors have moderate and generally positive perceptions regarding the importance of ICC in second language (L2) education. Despite encountering time constraints and curriculum-related challenges, which often necessitate prioritizing linguistic aspects, the instructors emphasized the significance of incorporating cultural components into English language teaching and learning. This study sheds light on the pedagogical perspective held by EFL instructors, underscoring the intrinsic belief that the process of language acquisition should incorporate a cultural dimension of significance.
Onursoy et al. (2024) studied this question.