Research Article

Understanding Intercultural Competence in Moroccan EFL Education: Perspectives and Practices

Authors

  • Qamar Youfi Ph.D. Candidate, Literature, Arts and Pedagogical Engineering Research Laboratory, Faculty of Languages, Letters and Arts, Ibn Tofail University, Kenitra, Morocco
  • Hind Brigui Professor of Applied Linguistics and TEFL, Department of English Studies, Faculty of Languages, Letters and Arts, Ibn Tofail University, Kenitra, Morocco

Abstract

In an era of increasingly diverse educational landscapes, understanding how EFL teachers perceive intercultural competence is crucial for fostering inclusive and effective language learning environments. This mixed-methods study unveils the varied range of perspectives among Moroccan EFL educators affiliated with different Moroccan educational institutions. The sample ensured gender balance and exhibited a range of teaching experiences, spanning from 3 to 15 years. Additionally, the participants covered various teaching levels, contributing to the study's demographic diversity. The quantitative findings reveal strong agreement on its importance (Mean Score: 4.42) and active integration into teaching practices (Mean Score: 4.58), with a positive impact on student achievement (Mean Score: 4.62). Notably, the slight variability in training perceptions (Variance: 0.075) underscores the need for tailored support. Complementing these, qualitative insights delve into individual experiences and challenges, emphasizing the importance of personalized training. This article seeks to contribute to a better understanding of intercultural competence in Moroccan EFL education, providing valuable insights for educators, policymakers, and researchers aiming to enhance language learning experiences in diverse cultural contexts. In the wake of overwhelming agreement regarding the pivotal role of intercultural competence, this study champions the call for targeted professional development opportunities. Therefore, by tailoring interventions to address specific needs related to training and resources, we envision a future where educators feel not only empowered but also well-equipped to adeptly traverse the complexities of diverse cultural terrains, fostering a shared commitment to excellence in education.

Article information

Journal

International Journal of Linguistics, Literature and Translation

Volume (Issue)

7 (1)

Pages

208-215

Published

2024-01-31

How to Cite

Youfi, Q., & Brigui, H. (2024). Understanding Intercultural Competence in Moroccan EFL Education: Perspectives and Practices. International Journal of Linguistics, Literature and Translation, 7(1), 208–215. https://doi.org/10.32996/ijllt.2024.7.1.19

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Keywords:

Intercultural competence (ICC), English as a Foreign Language EFL.