Enhancing Intercultural Communicative Competence in EFL Education for Sustainable Development and Globalization Challenges
Bibliographic record
Abstract
In response to the ongoing challenges posed by globalization, this research investigates the critical need for enhancing Intercultural Communicative Competence (ICC) among EFL learners within Saudi universities. Employing qualitative research methods, including in-depth interviews with twenty-eight stakeholders in seven Saudi universities, this study emphasizes the urgency of bolstering ICC within EFL curricula. The findings underscore the profound significance of integrating authentic intercultural experiences and creating pragmatic avenues for skill refinement. While acknowledging the consensus regarding the importance of enhancing ICC in EFL education, this research also sheds light on various obstacles that may impede the effective integration of ICC. These obstacles encompass limited resources, resistance to change, constraints arising from cultural diversity, language barriers, cultural stereotypes, biases, and time constraints, thus underscoring the need for meticulous planning, resource allocation, and the provision of professional development opportunities. This research strongly advocates for an unwavering commitment to continued research in this field, with the primary goal of advancing ICC among EFL learners. The study offers a range of strategic proposals, including the integration of ICC into the curriculum, the facilitation of cultural immersion opportunities, the promotion of cross-cultural collaboration and communication, the integration of technology for intercultural learning, the provision of intercultural training for EFL educators, and the cultivation of partnerships with international businesses and organizations. The implications of this study are significant for educators, policymakers, and researchers dedicated to fostering intercultural understanding and sustainable development through EFL education. Further research in these areas can deepen our understanding of how to effectively enhance ICC in EFL education, address the challenges identified, and ultimately contribute to the promotion of intercultural understanding and sustainable development in our increasingly interconnected world.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.012 | 0.012 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.007 | 0.010 |
| Scholarly communication | 0.009 | 0.007 |
| Open science | 0.001 | 0.013 |
| Research integrity | 0.003 | 0.003 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".