Exploring Intercultural Communicative Competence Among Pre-service EFL Teachers: A Case Study of CRMEF in the Fes-Meknes Region

Abstract

Preservice training has always been an essential part of the professional life of every teacher. It is considered a significant period in which trainee teachers are provided with the necessary competencies that are vital before entering their classrooms. One of which is knowledge regarding intercultural communicative competence. This paper primarily aims to investigate the level of intercultural communicative competence of the preservice EFL teachers at the CRMEF of the region of Fes-Meknes. To achieve the purpose of this study, the trainee teachers’ ICC level is identified by using Byram’s (1997) model of ICC through a questionnaire, and their attitudes towards this competence and the role of the CRMEF in its development are found out through a semi-structured interview. This study employs a mixed-method approach. Moreover, the study collects the data using two methods such as 1) a questionnaire and 2) a semi-structured interview, with a sample of 117 trainee teachers from two training centres (CRMEF Region Fes - Meknes). The results of the study reveal that the trainee teachers have a fairly high to average ICC level. According to the findings, the trainee teachers believe that ICC is very significant in ELT and they show positive attitudes accordingly, even though there is no presence of IC at the CRMEF. Finally, the results may offer clear feedback to the trainers about trainee teachers’ ICC levels.