![]() ![]() 217) teachers feel they do not have enough time to talk about cultural elements in their teaching practices due to the demanding curriculum (e.g., Gonen & Saglam, 2012 Hong, 2008) teachers do not know how to incorporate culture and intercultural communication in the language classroom since they lack adequate training on how to incorporate culture in their teaching practices as well as how to measure learners’ intercultural competence (IC) and changes in their attitudes as a result of culture teaching (Gonen & Saglam, 2012) and most teachers have limited knowledge about intercultural communication (Sercu, 2005). The reasons behind teachers’ ignorance of inclusion of culture and intercultural communication in English language education are that teachers are “more interested in practical aspects of communication” (Onalan, 2005, p. That is, teachers endeavor to promote only their learners’ language proficiency instead of endowing them with ICC in order to function effectively and appropriately in multicultural situations. ![]() Gonen and Saglam ( 2012) point out that “teachers in different classrooms in different parts of the world still ignore the importance of teaching culture as a part of language study” (p. Nevertheless, it is not always seen that the role of culture as well as intercultural communication in English language education is well acknowledged. Moreover, English language education should equip learners with the knowledge of intercultural communication and the ability to use it effectively in order to bridge cultural differences and achieve more harmonious, productive relations (Samovar, Porter, & McDaniel, 2012). Accordingly, the issue of developing intercultural communicative competence (ICC) to ESL/EFL learners has been identified as one of the ultimate goals in the field of English language education (e.g., Byram, 1997 Deardoff, 2009 Fantini, 2000 Lázár et al., 2007) in an attempt to present learners with cultural differences which help learners to be interculturally aware of their own culture and the presence of otherness as well as to appreciate and respect them. Additionally, in order to interact with people of different cultural backgrounds effectively and appropriately, one needs to be intercullturally communicative competent. In the current context of globalisation, English as an international language, lingua franca, and a global language (e.g., Tavakoli, Shirinbakhsh, & Rezazadeh, 2012) is used as a means of communication in multicultural contexts. This project, thus, implies that the ICLT model is effective in facilitating EFL learners’ ICC development, and it can be applied in other similar EFL contexts. The findings revealed that after a thirteen week training course, EFL learners’ language competence and intercultural competence had similar patterns of improvement. Three research instruments, namely language test, intercultural competence test and semi-structured group interview were employed to garner data. It involved forty-seven EFL learners learning General English at a foreign language center in Ho Chi Minh City, Vietnam. This project, therefore, aims to test the effectiveness of a developed intercultural communicative language teaching (ICLT) model. However, not all English language educators in the Vietnamese context and other similar contexts are well aware of intercultural language teaching since there lacks instructional design models to integrate intercultural content into English language classes. Over the past years, there has been a growing interest in intercultural communicative competence (ICC) in English language education. ![]()
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